Water, Water Everywhere

Day 1 Objectives: Students will know how much water is on Earth as fresh water and salt water

Standards: Science Standards: 3a. Students know most of Earths water is present as salt water in the oceans, which cover most of Earths surface. 3d. Students know that the amount of fresh water located in rivers, lakes, underground sources, and glaciers is limited and that its availability can be extended by recycling and decreasing the use of water. Common Core: RI.5.7 Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently. W.5.2e Provide a concluding statement or section related to the information or explanation presented. ISTE: NETS-Students 3: Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information. B. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media. Materials: picture of earth, 4 inflatable globes, chart paper, markers, sticky notes, pencils, 5 gallon bucket of water, measuring cups (1 cup, cup), ice cube tray, water dropper, student laptops, doc camera, internet connection Websites: USGS- http://ga.water.usgs.gov/edu/earthwherewater.html Classroom Collaborative: http://www.collaborizeclassroom.com/ Instructional Directions: 1. Create a chart with these questions: Approximately how much of Earths surface is covered with water? Land? Where is most of Earths water? Not all of Earths water is in the oceans. Can you list several places where water can be found? 2. Show students a picture of Earth under the doc camera (see below) and also throw around the 4 inflatable globes so students can have a better visual of the ratio of land/ocean. Ask students to turn and talk to their partners about questions you charted. Have them write a response to each question as a table group (include table #). Table

groups should post responses on chart paper. Have someone from each group to share out their responses. Have a class discussion about responses from each group. Clarify if needed. 3. Show students a 5-gallon bucket filled with water. Tell them it represents all the water on Earth. Ask students to make a prediction: of the 5 gallons of water, how much do you think is available to humans? Using the 5 gallon bucket of water, ask a student to come up and remove 2 cups of water. Tell students the 5 gallon buckets represents saltwater (97%) and the 2 cups represents freshwater (3%). Move the bucket to the side and focus on the 2 cups of freshwater. Ask another student to remove cup of water from the 2 cups. Pour the rest 1 cups into an ice cube tray. Tell students the 1 cups represents freshwater that is stored as ice glaciers and ground water and is therefore not available for human use. Show students the cup of water and tell them that this represents water that is in the surface waters (rivers, lakes), and water vapor in the atmosphere. Tell students that although it is all fresh water, it is not clean and usable by humans. Ask another student to come up and hold out their hand. Using an eyedropper, place one drop of water into the students hand. Tell students this represents the amount of freshwater that is clean and accessible to humans. 4. Have students visit Classroom Collaborative (they already have an account) to comment on these questions: What did you learn from the experiment? Why is Earths nickname the water planet both appropriate and misleading? Explain your reasons. Ask them to comment on one other classmates post. 5. For homework, have students visit USGS website or any other website that facilitates learning about freshwater distribution. They will need to understand for Day 2 lesson.

All of the Worlds Water

Day 2 Objectives: Students will know how much water is on Earth Students will Illustrate the quantity and distribution of fresh water on the earth.

Standards: Science Standards: ES3a. Students know most of Earths water is present as salt water in the oceans, which cover most of Earths surface. ES3d. Students know that the amount of fresh water located in rivers, lakes, underground sources, and glaciers is limited and that its availability can be extended by recycling and decreasing the use of water. Common Core: RI.5.7 Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently. W.5.2e Provide a concluding statement or section related to the information or explanation presented. 5.MD.B.2 Make a line plot to display a data set of measurement units in fractions of a unit. California Standard: Mathematical Reasoning 1.1 Analyze problems by identifying relationships, distinguishing relevant from irrelevant information, sequencing and prioritizing information, and observing patterns. ISTE: NETS-Students 3. Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information. B. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media. Materials: chart paper, markers, science journals, glue sticks, student laptops, internet connection, printer with paper, bar graph rubric Websites: USGS- http://ga.water.usgs.gov/edu/earthwherewater.html Softschools- http://www.softschools.com/math/data_analysis/bar_graph/activities/make_your_own_bar_graph/ Classroom Collaborative: http://www.collaborizeclassroom.com/ Fossweb- http://www.fossweb.com/ Instructional Directions 1. Students should have visited the USGS website or any other website that facilitates

learning about freshwater distribution. Give students about 15 minutes to visit the homework from the night before. Have a class discussion about the ratios of freshwater for a better understanding. Have students visit soft schools to create a bar graph representing the distribution of freshwater on Earth. Instruct students to give their graph a title and a brief explanation. Have students print and paste in journals. 2. For homework, Write on board: After reading the science ebook and after visiting the USGS website, what question do you have? Instruct students to visit Fossweb website (they already know how to access their science ebook) and read Earths Water pages 220-222. Have students write their question and respond in Collaborative Classroom. Ask them to respond to one other person from class.

The Returning Raindrop

Day 3 Objectives: Students will be able to identify the parts of the water cycle Students will be able to apply note-taking skills when listening to a video

Standards:

Science Standards: ES3c. Students know water vapor in the air moves from one place to another and can form fog or clouds, which are tiny droplets of water or ice, and can fall to Earth as rain, hail, sleet, or snow. Common Core Standards RI.5.3 Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text. ISTE: NETS-Students 3. Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information. B. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media. Materials: Chart paper, markers, science journals, pencils, popsicle sticks, laptops, ear buds, internet connection, science journals, graphic organizer of water cycle Websites: Study Jams: http://studyjams.scholastic.com/studyjams/jams/science/ecosystems/water-cycle.htm
Youtube: http://www.youtube.com/watch?v=YPJYPo2qhOM Science 360: http://science360.gov/obj/video/e540c490-739f-47d4-b03e-f52e04918fcb/sustainability-water-water-cycle

Instructional Directions: 1. Write the word Water Cycle on the board. Have a class discussion to find out what students know about the Water Cycle. Share out student responses by pulling popsicle sticks with student names. Explain that water moves in a never-ending natural cycle, so the water you are using may have been a drink for some dinosaur! The forms of water are always changing. It moves from the sky to earth and back to the sky again. This is called the water cycle. 2. Inform students they will be watching a video (using ear buds) on the water cycle to see the different processes of water. Inform them they can use one I have provided or they may look via internet for one they like. Website 1: Study Jams. Website 2: Youtube Website 3: Science 360 3. Ask them to take notes in their journals about the processes of the water cycle while

viewing the presentation. This will allow them to stop and write as needed. Write these words on the board to support students: transpiration, run-off, evaporation, condensation, water cycle and precipitation. Walk around to check for understanding as they write in their journals. 4. For homework, inform students they will complete a graphic organizer (see below) of the water cycle to show understanding. Ask students to complete by coloring in. Completed water cycle should look like this:

Student Copy

Teacher Copy

Help! Our Water: Read All About It!

Day 4 Objectives: In groups, students will be able to create a newsletter in Microsoft Word Students will be able to gain an appreciation of the crisis and concerns of water

Standards: Science Standards: ES3d. Students know that the amount of fresh water located in rivers, lakes, underground sources, and glaciers is limited and that its availability can be extended by recycling and decreasing the use of water. Common Core RI.5.7 Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently. SL 5.5 Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes. ISTE: NETS-Students 3. Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information. B. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media. Materials: Laptops, internet connection, Microsoft Word powerpoint, rubric for Microsoft directions on how to create shapes, lines, formatting, etc. rubric for powerpoint criteria Websites: Google Kids Search Engine- http://www.safesearchkids.com/for-kids/#.Uw15Po2YbLe Instructional Directions: 1. Inform students that they will be creating a newsletter in Microsoft Word that is titled Help, Our Water: Read All About It! Form groups of no more than four students. Let students know that each student is responsible for contributing details about their crisis/concern and they will present it to their peers (see rubric for criteria). Model in Microsoft word how students can create a newsletter with the programs tabs of shapes, text boxes, and borders. Demonstrate how to research information online using Google Kids Search Engine and talk about copyright and ethical licensing practices. An example is provided with instructions on how to create these shapes, text boxes, borders, colors and line formatting (see below). 2. Have a discussion about water related crisis/concern in todays world. Here are a few examples to share with the class. Students may search the world wide web for their own crisis/concern.

A. B. C. D. E. F.

How Californias drought is affecting public health or how it is affecting water pollution. Should bottled water be banned because of the waste it creates? How does society waste its water. Africas lack of clean water. How does agriculture, industry, or thermoelectric affect water usage? What is the difference between water pollution and water contamination?

3. Pass out rubric for criteria and read thoroughly with class. 4. Monitor and ensure students as they proceed with their tasks.

Help! Our Water: Read All About It!

Day 5 Objectives: In groups, students will be able to create a newsletter in Microsoft Word Students will be able to gain an appreciation of the crisis and concerns of water

Standards: Science Standards: ES3d. Students know that the amount of fresh water located in rivers, lakes, underground sources, and glaciers is limited and that its availability can be extended by recycling and decreasing the use of water. Common Core RI.5.7 Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently. SL 5.5 Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes. ISTE: NETS-Students 3. Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information. B. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media. Materials: Laptops, internet connection, Microsoft Word, rubric for Microsoft on how to create shapes, lines, formatting, etc. rubric for Microsoft criteria Websites: Google Kids Search Engine- http://www.safesearchkids.com/for-kids/#.Uw15Po2YbLe Instructional Directions: 1. Students are working in their groups creating a newsletter in Microsoft Word that is titled Help, Our Water: Read All About It! 2. Assist students as they perform their research and if they need help creating their newsletters.

Help! Our Water: Read All About It!

Day 6 Objectives: In groups, students will be able to create a newsletter in Microsoft Word Students will be able to gain an appreciation of the crisis and concerns of water As a group, students will be able to present a topic concerning water

Standards: Science Standards: ES3d. Students know that the amount of fresh water located in rivers, lakes, underground sources, and glaciers is limited and that its availability can be extended by recycling and decreasing the use of water. Common Core RI.5.7 Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently. SL 5.5 Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes. California State Standard 2.0 Speaking Applications (Genres and Their Characteristics) Students deliver well-organized formal presentations employing traditional rhetorical strategies (e.g., narration, exposition, persuasion, description). Student speaking demonstrates a command of standard American English and the organizational and delivery strategies outlined in Listening and Speaking Standard 1.0. 2.2 Deliver informative presentations about an important idea, issue, or event by the following means: ISTE: NETS-Students 3. Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information. B. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media. Materials: Laptops, internet connection, Microsoft Word, rubric for Microsoft on how to create shapes, lines, formatting, etc. rubric for Microsoft Word criteria Websites: Google Kids Search Engine- http://www.safesearchkids.com/for-kids/#.Uw15Po2YbLe Classroom Collaborative: http://www.collaborizeclassroom.com/ Instructional Directions: 1. Allow students to finish creating the newsletter that is titled Help, Our Water: Read All About It!

2. Assist students as they put the finishing touches on their newsletters in Microsoft Word. 3. Presentations: The newsletters will be viewed by the entire class so students can learn about the crisiss and concerns about water. Students will upload their presentation to Collaborative Classrooms. After each presentation, students may call upon peers to answer any questions.