Maymester
Date: May 11, 2009
Lesson 1 Where is Water?
Sub-Driving Question: Where is Water?
Objective(s): LWBAT express how much water they use everyday
LWBAT represent where they think water exists on Earth
Grade(s): 1
Standards from the Michigan Department of Education:
Materials: *note; needs to be prepared before class
-The compiled lists of concept maps onto a large KWL sheet- (put sheet in the back of the classroom for all of May)
-blank piece of paper folded twice (one for each student)
-crayons
8 liter bucket
Estimated Time: 30 minutes
Have student sit in the back of the classroom. They will need a turn and talk partner- Do not indicate that they will need one until it comes the questions below and they will need time to discuss among themselves. Most of this lesson will be based off their concept mapping from April.
1. I compiled the concept maps from earlier (show a couple of them) about what you knew about river. Here are some of the pieces I found most interesting…
a. You all put how the river had certain things
b. You all said that there were animals within or next to the river
c. You all guessed at what the river in Albion was named. Some of you said the Albion River, others wrote that it is Lake Michigan. The name of the river is the Kalamazoo river. Have any of you ever heard the word Kalamazoo before?
d. I put it on a chart that is labeled K for knowledge or what you all know about rivers as of right now. We will complete a KWL chart to see what we know about rivers right now and as we go through the next month together. We will complete what we would like to learn and what we have learned throughout the next few weeks.
2. On the whiteboard…Before we start our next activity I would like to know hear some of the questions that you would like to have answered about our rivers before we finish May.
So I have some questions like, what kind of animals live near the river? Do crocodiles live near our river?
3. How many of you use water everyday? For what purposes do you use water…
a. Turn to your partner and discuss the ways that each of you use water
4. Lets guess how much water you use everyday.
a. I have a bucket here that can hold A LOT OF WATER! *Fill the bucket until full using the pop bottle or pitcher
b. Using the chart below this is an activity using an 8 liter bucket to show the scale of this. Have students guess how many pales we use on average each day!
c. Have the students put the number of buckets they think we use for such descriptors as below on whiteboards… and then raise them up with a number of buckets they think they use.
i. Taking a bath-8 of these
ii. Brushing your teeth-its 10 L so it’s just over this bucket
iii. Flushing a toilet- 2 of these buckets
iv. Have any of you ever seen a dripping faucet? It uses 7 of these buckets without us using any of the leaking water
v. Taking a quick shower, if any of you take a shower- 80 of these buckets
Image Source: http://www.acdi-cida.gc.ca/INET/IMAGES.NSF/vLUImages/youthzone/$file/bucket-graph-e.gif
5. Shift your thinking...We are going to go back to our seats and represent where we know water comes from. The students will each get a piece of paper that has been folded twice so that there is 4 squares and they will express their knowledge of other places water is located other than their faucets. The students should draw as well as label the picture for me.
Reflections:
Little understanding that I was the teacher was hard for some of the students to grasp. I think they were used to me being “the college student” that always came in.
Maymester
Date: May 12, 2009
Lesson 2 Bodies of Water
Sub-Driving Question: What is the difference between a river and other bodies of water?
Objective(s): LWBBAT represent where they think water exists on Earth.
LWBBAT define what they think a river consists of.
Grade(s): 1
Standards from the Michigan Department of Education:
Materials: *note; needs to be prepared before class
overhead of match the water bodies and Michigan Quarter Reverse
picture of pond, lake, river, ocean, and stream
crayons
copies of Michigan quarter and Match the Water Bodies
Modified from “A coin out of water” http://www.usmint.gov/kids/teachers/lessonPlans/50sq/2004/_k01-1.pdf
1. Pass out the Michigan Quarter Reverse
Explain to students the US mint issued several of these quarters in commemoration of each of the states and this is what the back of Michigan’s quarter looks like. With the students, examine the design on the coins reverse. Have students point out the water and the land on the map. Instruct them to color the water blue and the land green.
2. Where does it look like the water is on in comparison to Michigan?
-around Michigan
3. What is Michigan known for? It is written on the coin somewhere, who can point it out for me… “The Great Lakes State.”
-the great lakes are large bodies of freshwater that have lots of rivers running into them.
-the Kalamazoo runs into lake Michigan like this… -show on overhead copy
Using the bowls, cups and pan show the different bodies of water
“There are several different types of bodies of water other than a Lake and a River, I am going to show you a few right now and then you will have to show me what you remember in the next worksheet I pass out.
1. Oceans –large bowl with some water in it. Then pour some salt in it.
2. Lakes- smaller bowl with some water in it and no salt
3. Ponds- saucer cup with some water in it.
a. These are usually not noted on large country maps and globes.
4. Rivers- long ribbon of water that moves down hill.
5. Streams- much like the long ribbon of water just smaller in size.
Now I am going to pass out a worksheet with several pictures on it that show the different bodies of water.
1. First we are going to write the words… as I am on the overhead. Starting from the top of the list of pictures ask the students to raise their hands and have them guess and then describe which of the words match the picture in question.
“Raise your hand and tell me which word matches with picture… as well as why you think that”
2. Complete the following pictures and follow along on the overhead.
Maymester
Date: May 13, 2009
Lesson 3 River Formation
Sub-Driving Question: How do rivers form?
Objective(s): LWBAT list what a river needs to form.
LWBBAT represent where they think water exists on Earth.
Grade(s): 1
Standards from the Michigan Department of Education:
Materials: *note; needs to be prepared before class
-4 Chaperons (1. Me- working with stream tables, 2. Mrs. Aerts- working with stream tables, 3. Nan- have the students color the pictures of wetland animals, 3. Mrs. Shanton- having students color wetland animals )
-Stream Table Worksheet
-Coloring Pages of Wetland Animals
-Bring Crayons with us
-2 Whiteboard for writing the vocab of the river parts
-3 Whiteboard markers
-school camera
Estimated Time: 1.5 hours Leave at 12:30-2:00 PM
1. Head over to the Science Complex at Albion College where we as a class will be looking at the formation of rivers with the stream tables
a. Break students up into 4 groups. Tell students that we are each going to get a chance to play with the streams as well as have a chance to color some pages.
*Each person as well as group will have to listen closely for instructions when we are
moving from one activity to the next.
b. Each of the groups will get a chance to investigate what they would like the stream parameters to be. In other words each of the groups get to choose how they would like to create their own stream.
i. First show them how the water comes out from the top of the hole and travels down the slope, keeping the discharge slow will allow the river to develop nicely.
ii. Then have each of the student groups decide what they want their stream to look like by circling the options on the worksheet provided. All the groups will get 5 minutes to talk among each other and decide on each of the parameters.
1. Stream Tables (2 groups)
- From their completed worksheet have the student help us model the stream after the pictures they have circled on their worksheets. (4 minutes each group)
-Have each student draw what their river looked like post stream flow (6 minutes)
-go through with the students and label each of the main parts of the river with them (2 minutes)
i. the head, the banks, the channel, the bed of the stream, and the mouth of the stream
-Have students answer the questions on the worksheet before next group
comes to the tables (5 minutes)
2. Off time have the other 2 groups color pages of wetland animals. Have each of the students write what they think the name of the animals is at the base or that back of the picture. (20-25 minutes)
2. Debriefing: (raised hands and class discussion)
a. What are some of the parts of the stream that you all learned about?
b. Why do you think I had you all coloring pictures of those animals today?
c. Again list some places where you can where you can find water on Earth…
d.
Stream Table Observations
Name______
Pick your stream bed: / Pick your stream flow: / Draw what your stream looked like at the end.
How did the land change when the water was turned on?
______
______
______
Maymester
Date: May 14, 2009
Lesson 4 Rivers Flow
Sub-Driving Question: What happens to a piece of material that falls into the river?
Objective(s): LWBAT which way the Kalamazoo flows.
Grade(s): 1
Standards from the Michigan Department of Education:
Materials: *note; needs to be prepared before class
-“Where the River Begins”
-biodegradable peanut
-green painters tape
-plastic cups to collect water in
-clipboards
-pencils
-worksheet of river with bridge
-worksheet of river profile
-sheet of paper with large lines (one for each student)
Estimated Time: 1.25 hours
Read Aloud “Where the River Begins” after lunch before we leave for the WNC.
Field Trip to WNC to Run Experinments with Students:
1. Look at how much sediment is in the water.
a. have a few students take some samples of the river in the plastic cups . Ask students where they think it would be good to take some water samples from. All in the same place? In different places along the river?
b. Have students label their bottles of water with their names using the green painters tape.
2. Determine which way the river flows.
a. Using Biodegradable peanuts we will drop one in the river over the bridge and watch which way it flows. Have the students indicate which way the river flows on their worksheet.
b. On a blank sheet of paper I want you to write what you see in the water within the river.
3. Go back inside and use the Map to label where the river starts and ends as well as all of the towns inbetween.
a. Covering the Map with white paper strips to be uncovered or repleaced with larger lables of the cites such as Kalamazoo, Marshall, Lake Michigan, Albion, and Concord.
b. The worksheet will allow us to create a labeled picture of the river we can take back to the classroom.
i. Makesure they indicate which way the water is flowing on the map
Where Does the Noodle Go?
Which way does the Water Flow?
Name______
Left Side of the Bridge Right Side of the Bridge
Where Does the Noodle Go?
Which way does the Water Flow?
Name______
Left Side of the Bridge Right Side of the Bridge
Maymester
Date: May 15, 2009
Lesson 5 Clean Water for Me and You
Sub-Driving Question: Why should I keep the water clean?
Objective(s): LWBAT indicate ways that water is wasted
LWBBAT demonstrate where their water comes from
Grade(s): 1
Standards from the Michigan Department of Education:
Materials: (*)indicate that it needs to be prepared before class
-* hand out their river water samples
-*hand out cups of water from the tap in plastic cups
-magnifying lenses
-piece of cloth
-extra clear bowl
-worksheet for comparing water samples
Estimated Time: 45 minutes
1. At Seats: Observe the water samples that were taken from the river and compare them to the water samples from the tap. Draw a picture of the differences within the (Worksheet)
a. Have each student :
i. Is the Kalamazoo River normal for having that much sediment left within the river? --Remember the Stream Tables back at the college—Was there pieces of “dirt” in those rivers that you created?
ii. Is it a bad thing that there is dirt in the river?
1. No, it actually is good for rivers to continue to carry sediment.