Understanding By Design



Unit Design

For

Water Everywhere!

Developed by

Domini Nailer & Krystal Wilson

Marvin L. Winans Academy of Performing Arts

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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.): |

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|E.FE.02.11 Identify water sources (wells, springs, lakes, rivers, oceans) |

|E.FE.02.12 Identify household uses of water (drinking, cleaning, food preparation). |

|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. |

|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. |

|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. |

|E.FE.02.22 Describe the major bodies of water on the Earth’s surface (lakes, ponds, oceans, rivers, streams). |

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|Understandings: |Essential Questions: |

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|Students will understand that... |What are the major types of water formation called? (#1) |

| |1. What are the characteristics of water? (#1) |

|the earth provides a variety of water sources |What are the daily uses of water in homes? (#2) |

|water is used for different daily purposes |How does water look and feel in its liquid state? (#3) |

|water can be found in a liquid state |What are some ways we see water? |

|water can be found in a solid state |How does water look and feel in its solid state? (#4) |

|water moves in predictable patterns. |How is water continuously moving throughout the Earth? (#5) |

|Water is all around the earth. |5. How does water move from one place to another (#5) |

| |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. |identify various water sources. |

|1. that the earth provides a variety of water sources. |identify household uses of water. |

|2. humans are dependent on water; it is used for the body to survive and for |describe the properties of water as a liquid. |

|nourishment. |describe the properties of water as a solid. |

|2. water is used for different household purposes. |describe how rain collects on the surface of the Earth and flows downhill into |

|3. water can hold different shapes and forms as a liquid. |bodies of water or into the ground. |

|4. water can hold different shapes and forms as a solid. |describe the major bodies of water on Earth’s surface. |

|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: |

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|Students will understand that humans rely on water to survive on the earth. |What is the impact of water on humans and the Earth? |

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|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) |

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|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.) |

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|Student Name:     ________________________________________ |

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|CATEGORY |

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|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. |

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|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. |

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|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. |

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|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 |

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|Other Evidence: (Quizzes, Tests, Prompts, Observations, Dialogs, Work samples, etc.)(Before, During)(For learning) |

|Before |During |After |

|Quick writes, |Checklists, drawing, quizzes, journal writing, |Projects, checklist, poster, |

|Discussions, |rubrics, |charts, summary |

|Brainstorming, |self assessments, | |

|KWL |work samples | |

|Describe the assessment/s and state the prompt if applicable. X F X S | | |

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|What type of scoring tools will be used for evaluation? | | |

|X Analytic rubric X Checklist | | |

|□ Holistic rubric □ Answer Key | | |

|X Criterion rubric □ Other | | |

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|Student Self-Assessment and Reflection: |

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|Journals, graphic organizers, projects, and written reflections |

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|Stage 3 - Learning Plan |

|Differentiated Instruction (Layers, Tiered, etc.): |

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|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 |

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|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. |

|_____ Interactive activity. The water cycle . |

|_____ Keep a water log. Find out how many ways you use water in a journal for two days. Share your findings |

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|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) |

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|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 |

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|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. |

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|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. |

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|R: How will students rethink and revise? K-W-L at different portions of the unit. |

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|E. How will students self-evaluate and reflect on their learning? Journals, written reflections, graphic organizers, projects and |

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|T: How will we tailor learning to varied needs, interests, and styles? Offer a variant of choices using different learning styles and differentiated activities. |

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|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: |

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|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. |

|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 |Level C Activities |Hands on Activities |Level C Activities |Level C Activities |

|What is water? | | | | |

|Intro of water unit | |See Attached | | |

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|Journal Writing |Journal Writing |Written Reflection |Written Reflection |Journal Writing |

|Monday |Tuesday |Wednesday |Thursday |Friday |

|svsu.edu/supo website |Level B Activities |Freezing point of water |Level B Activities |Level B Activities |

|Freezing point of water activity | |assessment | | |

| | |svsu.edu/supo science | | |

|Written Reflection | |activities #3 | | |

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| |Journal Writing |Written Reflection |Journal Writing |Journal Writing |

|Monday |Tuesday |Wednesday |Thursday |Friday |

|Level A Activity |Level A Activity |Level A Activity |Project Presentations |Project Presentations |

| | |Project | | |

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|Journal Writing |Journal Writing |Written Reflection | | |

*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.

Examples:

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Website for maps: 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 |Uses of Water |

|Classroom: | |

|School: | |

|Home: | |

|Neighborhood: | |

|City: | |

|State: | |

|Country: | |

|World: | |

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