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By Tayzia Roberts

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Overview:
This unit will cover a study of water. Through the study of water, we will be able to familiarize the students with states of matter and the water cycle; what happens to the precipitation as it hits the ground; water comes from here in Phoenix; and how much potable water there is on earth and on all the places water can be stored. Once the students have a background knowledge of these topics, they will be able to a look at how much water they need and use on a daily basis and make connections to much water we will have left if we continue to be wasteful. The ultimate goal of the lesson is to teach students to conserve water.

Rationale:
Water is a vital part of human survival. Before the discovery of fossil fuels and new energy, before there was a concern about the population, before there was a term for poverty, there was water. Water has always been at the top of the list for basic necessities. Water is essential to life; therefore, we must learn to conserve it.

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This lesson will cover a review of the states of matter and the water cycle.

I will engage the students by showing them the YouTube video titled States of Matter Rap. My first inquiry question will be "What are the states of matter and their properties?" During the explain portion of my lesson, the students will talk on their groups to answer inquiry question number one on white boards. I will have each group say one thing from their white board that is different than something another group shared. If all the items are shared, I will have the students that are left dance like a state of matter and explain why they are dancing that way. After the white board share-out, I will clear up any misconceptions that need to be addressed before I launch inquiry question number two. Inquiry question number two is "How are the states on matter found here on earth in the water cycle?" I will assign each of the groups one part of the water cycle. They will have a few minutes to present that section of the water cycle, including the state of matter, using any form of presentation they choose (i.e. a story, a skit, power point, white boards). I will provide resources for the students such as textbooks, laptops, and their notebooks for them to brush up on the content. After the groups present, I will evaluate the students by having them write and illustrate in their notebook how the states of matter are related to the water cycle.

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https://www.youtube.com/watch?v=cBBmdqti_Kg

This video is a parody of the catchy song "Shots" by LMFAO to teach about the three states of matter.

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Text Book:

Kane Publishing Services, Inc. (2002). ScienSaurous. Wilmington, MA: Houghton Mifflin Company.

ScienSaurous is a text book that give a kid friendly overview of all of the aspects of elementary through middle school science. The book is divided into nine sections: Scientific Investigation; Working in the Lab; Life Science; Earth Science; Physical Science; Natural Resources and the Environment; Science, Technology and Society; Almanac; and Yellow Pages. The Physical Science section has great information about the states of matter and the Earth Science section has great information about the water cycle.

Here are a few links I would provide the students will to research the water cycle and states of matter for their research during the elaborate portion of the lesson:

http://www.chem4kids.com/files/matter_states.html

Chem 4 Kids is created by Andrew Rader Studios. It is a website that contains kids friendly information about chemistry. Chem 4 Kids covers six chemistry topics: matter, atoms, periodic table of elements, elements, reactions, and biochemistry.

http://www.kidzone.ws/water/

Kid Zone is a website that contains kid friendly information on many different topics in many different subject areas. Kid Zone also provides activities and worksheets to go along with each topics.

http://water.usgs.gov/edu/watercycle-kids-adv.html

USGS.gov is the official government website for the U.S. Geological survey. The website contains data, maps, publications, educational resources, research, techniques, programs, and contact information. The USGS has an educational section that covers fun ways for young students to learn about topics such as water.

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This lesson will dig deeper into what happens to the precipitation as it hits the ground (including discussion on water sheds and ground water)

I engage the students by asking the students to think about the question "What is a watershed" as they think, I will play the YouTube video What is a Watershed. After the students watch the video, I will give 3-5 students the opportunity to answer the question "What is a watershed?". Then I will pose inquiry question one, "How does a watershed work?". For the explain section, the students will do an adaptation of the activity "Seeing Water Sheds" in the Project Wet: Curriculum Activity Guide, where they make their own watersheds using paper and washable marker. After the students see how the watersheds work by putting water on their water shed, we will have a quick discussion about what happens to the water. Next, I will pose inquiry question number two, "What is ground water?". We will complete a modified version of the activity "Get the Ground Water Picture" from the Project Wet: Curriculum Activity Guide, where the students pour water into three different types of rock: gravel, sand, and clay. By watching how the water travels thought the three types of rock, the students will be able to visually grasp how groundwater gets stored and cleaned though aquifers. Evaluate will be an essay about the students as a water droplet journey traveling from precipitation, through the watershed, into ground water.

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Lesson Modified from this book:

Project WET: Curriculum and activity guide 2.0. (2011). Bozeman, MT: Project WET Foundation.

The Project Wet Curriculum and Activity Guide 2.0 provides approximately seventy activities that are all about water. The guide is divided into sections ranging from the molecular structure of water all the way to waters impact of social constructs. This guide had modifications for every activity, making the activities appropriate for a variety of grade levels and subjects.

Other Valuable Resources on this topic:

Saukome, Jenifer, Graham Peaselee, Carl Van Faasen and William Statema. 2009. Watershed Investigations: 12 Labs for High School Science. Arlington, VA: National Science Teacher Association.

Colburn, Alan. 2010. "The Prepared Practitioner: Groundwater- A Green Issue." Science Teacher, 77 (2), 8.

In this column, Dickerson and colleagues (2007) discuss issues related to the lack of groundwater education in school science classes. However, as we see aquifers dry up and subsurface waters polluted by urban and rural runoff, the importance of incorporating groundwater as a topic of environmental education becomes obvious. This column offers a few strategies to incorporate this important environmental issue into the curriculum.

Vowell, Juie and Marianne Philips. 2007. "A Drop Through Time." Science and Children, 44 (9), 30-34.

This article asks questions like "Did you know that the water you use today is the same water that was used millions of years ago?", and "How is this possible?" Water is continuously replenished through a naturally occurring process known as the water cycle. To help students learn about this important concept, an eight-day unit was created for fifth-grade students to explore the water cycle and its components, including evaporation, condensation, and precipitation.

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This lesson will explain where our water comes from here in Phoenix.

I will engage the students by playing the first twenty-six seconds of the YouTube video Water and You: The Water Treatment process. I will stop at twenty-six seconds and have the students write in their Interactive Science Notebooks the inquiry question number one, "How does drinking water get to your home?" The students will then finish the rest of the movie find out the answer to this question. After the movie, I will ask the students to discuss in their groups answer the question by listing the steps on a white board. To lead the students into inquiry question number two, I will explain that this video showed us the process of how New Jersey water is obtained and cleaned and then pose the question "Where does our water in Phoenix come from?" The students will spend the elaborate portion of the lesson exploring the Phoenix Government Water simulation in groups on computers. For the evaluation I will have the students draw where our water comes from here in phoenix with the information that they learned form the interactive water simulation.

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Useful Teacher Resources:

Dickerson, Daniel L., John E. Penick, Karen R. Dawkins, and Meta Van Sickle. 2007. "Groundwater in Science Education." Journal of Science Teacher Education, 18 (1), 45-61.

Research shows that science educators know the same about ground water as a secondary education student and no more. This article gives background knowledge and proposes a plan to change this.

Interactive Water Simulation:

https://www.phoenix.gov/waterservices/resourcesconservation/water-efficiency#!SourcesArea

Phoenix has three sources of water – surface water (rivers and lakes), groundwater pumped from wells, and reclaimed water, used for agriculture, and industrial cooling and landscaping.  Our supplies are rarely in a location where most of the population can see them. On this website you can learn about Phoenix’s sources of water, where it is treated, and how we plan for our customer’s needs through interactive simulations.

Water and You: The Water Treatment Process YouTube Video:

https://www.youtube.com/watch?v=tuYB8nMFxQA

This video explains what happens to a single water droplet and it goes though the water treatment process.

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Water and You: The Water Treatment Process

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This lesson will focus how much potable water there is on earth.

This lesson is an adaptation of the lesson plan titled "A Drop In the Bucket" from the book Project Wet: Curriculum and Activity Guide 2.0. This lesson plan begins by having the students, using green and blue construction paper, build a pie chart that they believe represents the amount of potable water they believe there is on earth. Once the students have built their pie chart with the construction paper, the teacher will get out her object lesson of one 1,000mL beaker filled with 970mL of water, a 100mL graduated cylinder filled with 24mL of water, a 10mL graduated cylinder filled with 6mL of water, and a pipette filled will a few drops of water. The teacher will bring the objects to the front of the class where all of the students can see. As the teacher explains, the students will need to be taking notes on the back of their pie charts, including pictures She will explain that all of the water on the table represents all of the water on earth. She will then explain that the 1,000mL beaker filled with 970mL of water represents the amount of water that is salt water,  the 100mL graduated cylinder filled with 24mL of water represents glaciers and icecaps, a 10mL graduated cylinder filled with 6mL of water represents unavailable fresh water, and a pipette filled will a few drops of water represents the amount of potable water we have on the earth. The teacher will then give the students an opportunity to build another pie chart estimating correct percentage of potable water. Then the teacher will reveal that the amount of potable water is only .003 %. The class will then discuss why this is a problem using their knowledge about the finite water cycle and the amount of we use on a daily basis.

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Lesson Modified from this book:

Project WET: Curriculum and activity guide 2.0. (2011). Bozeman, MT: Project WET Foundation.

Other useful resources for this topic:

Heinhorst, Sabine and Gordon Cannon. 2004. "Nature: Water, Water Everywhere, nor Any Drop to Drink." Journal of Chemical Education, 81 (2), 170-171.

The column summarizes articles from Nature that deal with issues related to water quality, pollution and resource management, as well as a scientific breakthrough for the synthesis of zeolite materials.

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Lesson Five Summary - Full Lesson Plan Included  

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Lesson Five Summary - Full Lesson Plan Included  

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I will engage the students by showing them two water conservation commercials that they use to play on Sesame Street when I was little and have the students discuss that commercials cost money to air and then ask the students why they think the Sesame Street producers felt like it was important to show these commercials to kids. I will then pose the inquiry question, "Why is it important to conserve water?" For the explain portion of the lessons the students will complete a modified version of the activity "On Track with Hydration" in the Project Wet: Curriculum and activity guide. This activity has the students trace a neighbor and draw the percentage of water that they think their neighbor is. When the students are given the actual answer, they are given the opportunity to redraw the real percentage. For my next inquiry question, I will ask, "How can we conserve water?" The students will work to solve this problem by brainstorming as a group a list of ways they can conserve water. For the evaluation, the students will create their own ads promoting other students at the school to conserve water. We will hang their "ads" around the school.

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Useful resources for learning about this topic:

Frost, Helen. 2000. Drinking Water: The Good Guide Pyramid. Mankato, MN: Capstone Press.

This booklet is for K-5 students. It is a part of a series that discusses physical health and nutrition. The book stresses the importance of drinking water.

Lesson Modified from this book:

Project WET: Curriculum and activity guide 2.0. (2011). Bozeman, MT: Project WET Foundation.

Sesame Street Commercials:

https://www.youtube.com/watch?v=kTWE18VPj-c&list=PLOmClu6DvyxV8bv7MifvkFaA5qLtzn9X3&index=2

This video uses a catchy song to encourage viewers to avoid being a "Water Waster".

https://www.youtube.com/watch?v=gtcZbN0Z08c&list=PLOmClu6DvyxV8bv7MifvkFaA5qLtzn9X3

This video uses a struggling fish to encourage viewers to conserve water by turning the water off when then brush their teeth.

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Colburn, Alan. 2010. "The Prepared Practitioner: Groundwater- A Green Issue." Science Teacher, 77 (2), 8.

Dickerson, Daniel L., John E. Penick, Karen R. Dawkins, and Meta Van Sickle. 2007. "Groundwater in Science Education." Journal of Science Teacher Education, 18 (1), 45-61.

Frost, Helen. 2000. Drinking Water: The Good Guide Pyramid. Mankato, MN: Capstone Press.

Heinhorst, Sabine and Gordon Cannon. 2004. "Nature: Water, Water Everywhere, nor Any Drop to Drink." Journal of Chemical Education, 81 (2), 170-171.

Kane Publishing Services, Inc. (2002). ScienSaurous. Wilmington, MA: Houghton Mifflin Company.

KidZone ScienceThe Water Cycle. (n.d.). Retrieved April 03, 2016, from http://www.kidzone.ws/water/

N. (2011). Water and You: The Water Treatment Process. Retrieved April 04, 2016, from https://www.youtube.com/watch?v=tuYB8nMFxQA

M. (2012). States of Matter Rap. Retrieved April 03, 2016, from https://www.youtube.com/watch?v=cBBmdqti_Kg

Project WET: Curriculum and activity guide 2.0. (2011). Bozeman, MT: Project WET Foundation.

S. (2011). Sesame Street: Wasting Water. Retrieved April 04, 2016, from https://www.youtube.com/watch?v=kTWE18VPj-c

S. (2010). Sesame Street: Water Conservation. Retrieved April 04, 2016, from https://www.youtube.com/watch?v=gtcZbN0Z08c

Saukome, Jenifer, Graham Peaselee, Carl Van Faasen and William Statema. 2009. Watershed Investigations: 12 Labs for High School Science. Arlington, VA: National Science Teacher Association.

States of Matter. (n.d.). Retrieved April 03, 2016, from http://www.chem4kids.com/files/matter_states.html

The Water Cycle for Schools and Students: Advanced students. (n.d.). Retrieved April 03, 2016, from http://water.usgs.gov/edu/watercycle-kids-adv.html

Vowell, Juie and Marianne Philips. 2007. "A Drop Through Time." Science and Children, 44 (9), 30-34.

Water Efficiency. (n.d.). Retrieved April 04, 2016, from https://www.phoenix.gov/waterservices/resourcesconservation/water-efficiency#!SourcesArea