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Primary Subject Area: Science |
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Grade Level: 5 - 8
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Overview:
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The purpose of this lesson, from Science NetLinks, is to obtain a better perception of earth's oceans and to understand earth's water cycle. In earlier grades, students learn about weather, oceans, and water as separate entities. As early as kindergarten, students complete exercises such as measuring and keeping track of precipitation. In grades 3-5 students learn that water can change states: liquid water can evaporate and become a gas, and water vapor becomes liquid due to temperature changes. This lesson starts to bring the concepts mentioned above together with a focus on the water cycle. The two-fold lesson begins with an experiment that demonstrates water evaporating and coming back down. The lesson is meant to give students a general understanding of earth's oceans. In the end, students should realize that water in the ocean evaporates into the atmosphere and comes back down as precipitation. This lesson is a good introduction to future lessons on weather and earth's climatic |
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Approximate Duration: |
Content Standards:
- Science as Inquiry
The students will do science by engaging in partial and full inquiries that are within their developmental capabilities. - Physical Science
Students will develop an understanding of the characteristics and interrelationships of matter and energy in the physical world. - Earth and Space
The students will develop an understanding of the properties of earth materials, the structure of the Earth system, the Earth's history, and the Earth's place in the universe.
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Benchmarks:
- SI-M-A2
designing and conducting a scientific investigation; (1,4)- PS-M-A2
understanding that all matter is made up of particles called atoms and that atoms of different elements are different; (1,4)- PS-M-A5
investigating the relationships among temperature, molecular motion, phase changes, and physical properties of matter; (2,4)- ESS-M-A10
explaining (illustrating) how water circulates -- on and through the crust, in the oceans, and in the atmosphere -- in the water cycle; (2,3)- ESS-M-A11
understanding that the atmosphere interacts with the hydrosphere to affect weather and climate conditions; (1,2,3,4,5)
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Grade-Level Expectations (GLEs):
- Grade 5-8
4.
Design, predict outcomes, and conduct experiments to answer guiding questions
(SI-M-A2)
5.
Identify independent variables, dependent variables, and variables that should be controlled in designing an experiment
(SI-M-A2)
5.
Describe the properties and behavior of water in its solid, liquid, and gaseous phases (states)
(PS-M-A5)
34.
Identify the components of the hydrosphere
(ESS-M-A11)
35.
Identify the atmosphere as a mixture of gases, water vapor, and particulate matter
(ESS-M-A11)
46.
Identify and explain the interaction of the processes of the water cycle
(ESS-M-A10) (ESS-M-C6) - Grade 6
8.
Determine the temperatures at which water changes physical phases (e.g., freezing point, melting point, boiling point)
(PS-M-A5) - Grade 8
1.
Determine that all atoms of the same element are similar to but different from atoms of other elements
(PS-M-A2)
23.
Explain the processes of evaporation, condensation, precipitation, infiltration, transpiration, and sublimation as they relate to the water cycle
(ESS-M-A10)
24.
Investigate and explain how given factors affect the rate of water movement in the water cycle (e.g., climate, type of rock, ground cover)
(ESS-M-A10)
25.
Explain and give examples of how climatic conditions on Earth are affected by the proximity of water
(ESS-M-A11)
26.
Describe and illustrate the layers of Earth’s atmosphere
(ESS-M-A11)
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Educational Technology Standards:
- Use information, media, and technology in a responsible manner which includes following the school's acceptable use policy, adhering to copyright laws, respecting the rights of others, and employing proper etiquette in all forms of communication.
( 4, 5 )- Use technology tools (e.g., multimedia authoring, writing tools, digital cameras, drawing tools, web tools) to gather information for problem solving, communication, collaborative writing and publishing to create products for various audiences.
( 1, 3, 4 )- Understand Internet concepts (e.g., website, hypertext link, bookmarks, URL addresses) and apply intermediate on-line searching techniques (e.g., employ keyword, phrases, and Boolean Operators).
( 1, 4 )
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Objectives:
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Lesson Materials and Resources:
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Background Information:
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Lesson Procedures:
Select the link to view the entire MarcoPolo lesson plan.
http://sciencenetlinks.com/lessons.cfm?BenchmarkID=4&DocID=162 |
Assessment Procedures:
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Accommodations/Modifications:
Teacher must follow special needs student’s Individualized Education Plan (IEP) or 504 Modification Plan.
NON-READER (BELOW-GRADE LEVEL READER/WRITER)
1. Pair poor reader/writer with fluent reader/writer during all portions of the lesson.
2. Provide individualized/small group instruction to ensure that the student understands and follows all directions appropriately.
3. During the reading portion and development of the fact sheet use text to speech computer software such as “Cast” or “Word Smith Text Help.” This can also be used when student is looking websites to obtain needed information.
4. Allow student to tape creative writing assignment and journal activity onto a cassette tape. The student could also tape all answers to each question that is posed during each portion of the lesson plan.
5. Use concrete manipulatives for examples. For example, show the student examples of maps that are supposed to be drawn in their journal.
STUDENTS WITH ATTENTION/BEHAVIOR DIFFICULTIES
1. Give student an acceptable item to fidget with during all portions of the assignment (koosh ball, silly putty, hand exerciser, stress relief ball).
2. Provide an alternate location for all activities during the lesson (library or relatively quiet area in classroom). The student should be brought back with the class for discussions.
3. Restate or rephrase directions as needed during all portions of the lesson.
4. Reinforce appropriate behaviors in an age-appropriate manner during all portions of the assignment.
5. Break assignment into short segments and allow movement between activities.
Additional General Classroom Accommodations suggestions found in "Helpful Links."
----- written by Jessica Gill
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Explorations and Extensions:
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Lesson Development Resources:
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Contact Information:
Science Netlinks
http://www.sciencenetlinks.com/
MarcoPolo Education Foundation
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Additional Contacts:
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Group: none |
MarcoPolo Lesson: Yes
NOTE: The typical Making Connections sections - Objectives, Materials, Technology Connections, Background Information, Reproducible Materials, Assessment Procedures, Explorations & Extensions - are not separately provided for this lesson plan because these elements are embedded in the actual Marco Polo lesson.
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Best Practices
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