Grade K Earth TEKS K.7B Lesson 2 Water Sources Essential Questions How does Earth recycle resources? What stories do rocks tell? What do the characteristics of rocks and soil tell us about their past? Where does all our water come from, and how do we describe it? How do we use materials we find in our natural world? What happens when we run out of certain resources? Enduring Understandings As we observe rocks and soil, they tell us about their past. Water is found on Earth in its oceans, lakes, rivers, and streams. Earth produces resources that meet our needs. Intended Learning Outcomes Students will know: Water differs in color and clarity when it contains minerals. Water can be polluted. Water we drink is purified. Students will be able to: Observe and describe physical properties of water, including color and clarity. Compare the water from different sources. Observe and compare salt water and fresh water. TEKS K.7: Earth and space. The student knows that the natural world includes earth materials. The student is expected to: K.7B: observe and describe physical properties of natural sources of water, including color and clarity. Essential Vocabulary fresh wáter/ agua dulce lake/ lago ocean / océano river / río salt water/ agua salada source/ fuente stream / arroyo Language Objective: Narrate, describe and explain where water comes from. ELPS : 3H-Speaking Narrate, describe, and explain with increasing specificity and detail as more English is acquired. 1C-Learning Strategies Use strategic learning techniques such as concept mapping, drawing, memorizing, comparing, contrasting, and reviewing to acquire basic and grade-level vocabulary. College and Career Readiness Standards: Support or modify claims based on the results of an inquiry. 21st Century Skills: Demonstrate knowledge and understanding of the environment and the circumstances and conditions affecting it, particularly as relates to air, climate, land, food, energy, water and ecosystems. Prior Learning: Water is all around us. We drink water to stay alive. TOC (Think/Observe/Conclude) or KWL (Know/Want to Know/Learned) Encourage oral language by using TOC strategies: put kids in small groups and encourage them to come up with 2-5 things they agree about the topic of study or content. Students in this small group report to the whole group in 3 minutes. The purpose of this activity is to go deeper into the subject. Updated: June 2015 1
Transcript
Grade K Earth TEKS K.7BLesson 2 Water Sources
Essential Questions How does Earth recycle resources? What stories do rocks tell? What do the characteristics of rocks and soil tell us about
their past? Where does all our water come from, and how do we
describe it? How do we use materials we find in our natural world? What happens when we run out of certain resources?
Enduring Understandings As we observe rocks and soil, they tell us about their past. Water is found on Earth in its oceans, lakes, rivers, and
streams. Earth produces resources that meet our needs.
Intended Learning OutcomesStudents will know: Water differs in color and clarity when it contains
minerals. Water can be polluted. Water we drink is purified.Students will be able to: Observe and describe physical properties of water,
including color and clarity. Compare the water from different sources. Observe and compare salt water and fresh water.
TEKSK.7: Earth and space. The student knows that the natural
world includes earth materials. The student is expected to:
K.7B: observe and describe physical properties of natural sources of water, including color and clarity.
Essential Vocabulary fresh wáter/ agua dulce lake/ lago ocean / océano river / río salt water/ agua salada source/ fuente stream / arroyo
Language Objective:Narrate, describe and explain where water comes from.ELPS:3H-Speaking Narrate, describe, and explain with increasing specificity and detail as more English is acquired.1C-Learning Strategies Use strategic learning techniques such as concept mapping, drawing, memorizing, comparing, contrasting, and reviewing to acquire basic and grade-level vocabulary.
College and Career Readiness Standards:Support or modify claims based on the results of an inquiry.
21st Century Skills:Demonstrate knowledge and understanding of the environment and the circumstances and conditions affecting it, particularly as relates to air, climate, land, food, energy, water and ecosystems.Prior Learning: Water is all around us. We drink water to stay alive.
TOC (Think/Observe/Conclude) or KWL (Know/Want to Know/Learned)Encourage oral language by using TOC strategies: put kids in small groups and encourage them to come up with 2-5 things they agree about the topic of study or content. Students in this small group report to the whole group in 3 minutes. The purpose of this activity is to go deeper into the subject.I think…I observed…I conclude…
Teacher ManagementEstimated Time for Completion: 1 day
Materials (Per class)Chart PaperMarkersScience Notebook TemplateMaterials for drawing and writing in notebooksClear plastic cups (2 for each pair of students)Updated: June 2015 1
Pipettes (1 for each student)Styrofoam trays (1 for each pair)WaterSaltPaper towels
Advanced Teacher Prep Prepare printouts or digital pictures of water sources. Collect water samples from (4) multiple sources around the city. Prepare a chart like the one at right to record student ideas. Prepare the fresh water and salt water samples. You will also need to
provide clear plastic cups.
Anchors of Support“Water Sources” pictures (see below)Sources of water chart with the following (see below) You should chart what they say and include the following: color ( carrying particles of sediment?) clarity depth movement
Safety ConsiderationsRemind students that, even though taste is a sense, they will not taste the water samples.
Literacy SupportsThe Magic School Bus at the Waterworks by Joanna ColeWater by Frank AschWater, Water Everywhere by Cynthia Overbeck BixAll the Water in the World by George Ella Lyon and Katherine TillotsonA Drop Around the World by Barbara McKinney and Michael S. MaydakA Cool Drink of Water by Barbara KerleyWater: Up, Down, and All Around by National Geographic LearningA Drop of Water: A Book of Science and Wonder by Walter WickEnvision Science Leveled Readers:Earth’s Water
Technology ResourcesDiscovery Education Video, The Importance of Water on EarthDiscovery Education Video, Natural Phenomena: Lakes, Rivers, and Other Water SourcesStudy Jams, Earth’s OceansKids Crossing: LakesKids Crossing: Oceans https://getkahoot.com/https://padlet.com/http://www.polleverywhere.com/Suggestions for beginning or end of unit: Create a Poll and allow student to utilize a device like an IPhone, IPad, Smartphone, etc. These sites, Kahoot, Padlet, Poll Everywhere, allows teachers to create a poll for students to respond to. Show a group of students how to respond to the poll by passing around the device throughout the day if only one device is available, these students in turn will show the rest of the class. By the end of the day, as an exit slip strategy, review the poll results with the whole class. This should only take a few minutes and allows for a quick review of content learned.
Science Fusion Houghton Mifflin Harcourt (HMH) Resources:Big Book of Science Vocabulary, p. 15Student Edition, pp. 67-70Assessment Guide, p. AG 48
Background Information for TeacherWater is essential for organisms on Earth. Most organisms’ bodies are water and water carries the nutrients throughout an organism’s body and then helps remove the organism’s waste products. Humans also use water to clean, wash, cook, make concrete, create electricity and for recreation. We get our water from many sources such as springs, creeks, rivers, and lakes. There are also large underground reservoirs of water from which we extract water.
The two primary classifications of water are freshwater and salt water. Most of the water on the Earth is saltwater located in the oceans. The use of seawater is limited because of its salinity. The removal of salt from seawater is possible but very expensive. The amount of water on the Earth is finite and the amount of water has changed very little over time. However, the state of water is constantly changing from gas to liquid to solid.
The major source of energy that powers the water cycle is the Sun. The heat from the Sun provides the temperature needed for the oceans’ water to change state. The Sun’s rays warm the water causing it to evaporate into water vapor. The water vapor rises into the atmosphere cools forming water droplets. These water droplets eventually become heavy enough to fall as precipitation. On the ground the precipitation either soaks into the ground or runs off into streams, rivers, or lakes to eventually find its way into the Earth’s oceans.
Students will use prior knowledge and experiences to describe different water sources. They will compare fresh water and salt water and discover where the water they drink comes from.
Misconceptions All water is for drinking. Water comes from the same place. All water is the same.
Probing Questions Where does the water in the faucet come from? ¿De dónde viene el agua que sale del grifo? Why is fresh water important? ¿Por qué es importante el agua dulce? What are water sources? ¿Cuales son algunos fuentes de agua? What is fresh water? Where do we find it on Earth? ¿Qué es el agua dulce y dónde la encontramos en la Tierra? What is salt water? Where do we find it on Earth? ¿Qué es el agua salada y dónde la encontramos en la Tierra? How is water from a river, stream, ocean, or lake the same and different? ¿Cómo se diferencia el agua de río, arroyo, océano y lago?
All lesson resources provided within this lesson are for instruction by ALL teachers.To meet Dual Language criteria, Dual Language Activity 1 and Activity 2 have been identified for the Dual Language teacher.
Arch of Lessons Kindergarten (45 Minute Lessons)
Day 1- Guided Inquiry- Students are given question, and they make a plan in their small group as to how they might answer the question. Students share out, proceed, and collect and organize their data. As they share out with their group, and make their own claims and conclusions citing their collected data as evidence.
Engage: (20 minutes)
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Ask students, “Where do you think the water from the faucet comes from?” Record student responses on a “Water Sources” chart (see below for an example).
Show students the pictures of the lake, stream/creek, river, ocean, and other water sources. Explain to students that all of these are water sources (or places where we get water from). Ask students to share experiences they have had at each and to describe what the water source was like. Probing questions include: What was the water like? Could you see the bottom? How easy or hard was it to see? Was the water clear, or did it look muddy, dirty, or colored? Were there other materials in the water? What were they? How big was the water source? How deep was it—could you stand up? How was the water moving? Was it fast or slow? How did the water look on top? (i.e. waves, ripples, etc.) Refer to related water videos from the “Proprieties of Water” lesson.
Chart what students say, making sure to note the following: color, clarity, movement, depth, carrying particles of sediment. Tell students, “Scientists have noticed that some sources of water are fresh water and other sources of water are salt water. We cannot visit all the different water sources we talked about today. We are able to observe many in our classroom by using samples of water sources located around our city. Observe together as many types of water sources as available by bringing in samples of lakes, streams, rivers, etc. Discuss.
We can also use our observation skills to explore salt water and fresh water. Next, you and your science partner will use your senses of sight, smell, and touch to observe the two samples. You can also use pipettes to see compare drops of each.”
Explore/ Explain: (20 minutes) and Dual Language Activity 1Provide a cup of salt water and a cup of freshwater for each pair of students. Students observe how the liquids are the same and different, using their senses. They should notice differences in feel, color, clarity. Probing questions include: How do the two samples look the same and different? Which sample do you think includes the salt? Why do you think so? What do you notice about how the two samples feel? What words can you use to describe the differences? What do you notice about the drops of water from each sample? Do the drops look less different or more different from the
cups of water? Do they act differently or mostly the same?
Students record their observations in their science notebooks. They return to the whole group to share their observations. The teacher can create a chart like the one at right to record whole class consensus.
Elaborate: (10 minutes)Use additional time to watch video about water sources and/or to read a book such as Water, Water, Everywhere by Cynthia Overbeck Bix or A Drop Around the World by Barbara Shaw McKinney.
DifferentiationELL and SPED Strategy: Provide pictures and labels of sources of water in the natural environment and at home. Have Essential Vocabulary word bank available for students to copy.Enrichment: Students can research what the Environmental Protection Agency does.
(See student pages and pictures below.)
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lago
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río
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arroyo
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océano
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Fecha:
¿Cómo se asemejan ó diferencian el agua dulce del agua salada?
Dibuja como se ven las gotas de agua de cada vaso.
¿Cuál vaso crees que tiene el agua salada? ¿Por qué?
