·       What do you think happens to water when rain falls in a city?

·       This assesses students' initial understanding of urbanization's impact on water.

·       Explore

·       What do you notice about how water flows in cities compared to natural areas?

·       Prompts observation and reflection on differences between urban and natural environments

·       Explain

·       Can you explain how impermeable surfaces, like roads and buildings, affect water availability?

·       Tests their understanding of key urbanization concepts, such as runoff and groundwater recharge.

·       Elaborate

·       What are some ways that urbanization could lead to polluted water?

·       Assesses their ability to identify specific causes of water pollution.

·       Evaluate

• "Can you describe one-way cities can prevent water pollution?"

• Evaluates their ability to provide solutions based on the lesson.

Explain how to find the least common denominator when adding fractions with unlike denominators.​

Add the fractions 2/5 /and 3/8 . Show your work.​

Compare and contrast the process of adding fractions with unlike denominators and adding fractions with like denominators. How do the steps differ

 Why is it more efficient to find the least common denominator rather than just choosing any common denominator? How does it simplify further operations?

If you subtract two fractions and got a numerator larger than the denominator (an improper fraction), how would you simplify it, and why is that important? How does finding a common denominator make it easier to compare fractions? Could you still compare fractions without finding a common denominator? Why or why not?

When creating a complex fraction problem, what are the key considerations you need to keep in mind to ensure the fractions have unlike denominators? How does this affect your solution?

I can identify examples of solids and liquids. 

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Can you list down examples of solids and liquids that can change their state?​

I can describe how liquids take the shape of their container.

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 Can you explain why some liquids, like honey, flow more slowly than others, like water?​

I can explain why solids keep their shape.

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If you drop a ball of clay into water, why doesn’t it change its shape like the water does?​

I can give examples of where solid and liquids are used in the UAE daily.​

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If you were designing a storage container, how would you make it suitable for storing both solids and liquids?

• I can list examples of how water is wasted.

• How do you think water is wasted at homes and schools?

• Applying (Use Knowledge in New Situations)

  • I can demonstrate how to conserve water at home or school.

  • What can you do at home or school to save water?

  • Analyzing (Compare, Contrast, and Break Down)

    • I can compare water consumption in different settings (e.g., home, agriculture, industry).

    Where do you think we use more water- at home/ farms/ factories? Why?

  • Creating (Design and Innovate)

    • I can design a water-saving device or system

    • How would you design a rain-water harvesting model?