My stunning stream by Megan Henderson https://padlet.com/mjh34/7dg2qk9fkubn Made with wonder en-us 2019-02-12 16:02:47 UTC 2019-02-19 16:37:51 UTC hello@padlet.com Earth's Systems oad1 https://padlet.com/mjh34/7dg2qk9fkubn/wish/330406152 Water on Earth 

]]> 2019-02-12 16:10:44 UTC https://padlet.com/mjh34/7dg2qk9fkubn/wish/330406152 Second Grade oad1 https://padlet.com/mjh34/7dg2qk9fkubn/wish/330408829 2-ESS2-3. Obtain information to identify where water is found on Earth and that it can be solid or liquid.

How much topic is taught? How in depth?
- Basic knowledge.
- Where water is found (oceans, rivers, lakes, ponds).
- Water exists in two forms, solid ice and liquid form.

How is it sequenced? 
  • Second grade students should already have been exposed to the different states of matter (solid and liquid), per the second grade science standards, and be able to utilize this information for our activity.  
  • After this lesson students should be able to differentiate the types of bodies of water and where it is found on earth, for future lessons. 
  • The students will need to utilize the information of this lesson in third grade, when they will be covering how earth's processes continually cycle water, and how the water on earth contributes to weather and climate. 

What kind of activities could be used?

2nd Grade Activity: 
  • Students will be broken into 5 groups and each will be given a body of water (OCEAN, LAKE, RIVER, POND, AND GLACIER).
  • Each group will draw the body of water using a piece of paper and colored pencils.
  • They will know what it looks like, where it is found and if it is a solid or liquid. They will get this information from Scholastic books provided to them in the class for the activity.
  • They will present their drawing and the information they found to the class.
  • All of the group's designs/drawings will go on a poster that will be kept in the class to refer back to.

What developmental differences (in students) need to be addressed ?
  • Second grade students will need verbal instruction and verbal support regarding learning new information. 
  • In second grade, students are still learning to read. We cannot teach all the new information in the form of text.
  • Provide a lot of visual aids.
  • More teacher lead discussions rather than partner discussion, because the information is new and they are not using supplemental readings.


How would you differentiate your interactions at each level? Why would you make the modifications you described?

  • For second grade students would require more background information since this is an introductory lesson on where we can find water on the earth and its states of matter. Provide an anchor chart that describes the different types of water, so they can reference it throughout the activity.  
  • We will provide various visuals depicting where water is located and when it’s liquid or solid. In second grade, students need to be able to see pictures of what we are learning.




]]> 2019-02-12 16:15:07 UTC https://padlet.com/mjh34/7dg2qk9fkubn/wish/330408829 Fifth Grade oad1 https://padlet.com/mjh34/7dg2qk9fkubn/wish/330409006 5-ESS2-2. Describe and graph the amounts of salt water and fresh water in various reservoirs to provide evidence
about the distribution of water on Earth. [Assessment Boundary: Assessment is limited to oceans, lakes, rivers, glaciers, ground water,
and polar ice caps, and does not include the atmosphere.]
ESS2.C: The Roles of Water in Earth’s Surface Processes
▪ Nearly all of Earth’s available water is in the ocean. Most fresh water is in glaciers or underground; only a tiny fraction is in streams, lakes, wetlands, and the atmosphere. (5-ESS2-2)
NY-5.MD Measurement and Data
Convert like measurement units within a given measurement system.
1. Convert among different-sized standard measurement units within a given measurement system when the conversion factor is given. Use these conversions in solving multi-step, real world problems.


How much topic is taught? How in depth?
- Need to be taught how to graph data preceding this topic in order to meet the requirements of the standard. 
- Graphing is a component found in the fifth grade standard. 
- How amounts of salt water, fresh waster, water vapor (water in the air) and solid water (ice) compare.
- How to convert mL to L and L to mL.

How is it sequenced? 
  • Fifth grade students would need to be taught how to graph data preceding this topic in order to meet the requirements of the standard. Graphing is a component found in the fifth grade standard. From there fifth grade students could move into learning how there are differing amounts of salt water, fresh waster, water vapor (water in the air) and solid water (ice) on Earth. Students would also need to know how to convert L to mL and mL to L. After this, students could move into discussions about how humans impact earth's systems, per the fifth grade science standards, specifically how humans are impacting the water available to us on earth through activities such as agriculture, industry, and everyday life.

What kind of activities could be used?

  • The 5th grade activity would focus on the distribution of water on earth, both the differences in the amount of salt and freshwater, and the amount of water that is in different states (gas, liquid, solid).
  1. Students will be shown a video created by NASA titled Show Me the Water to reintroduce the idea that not all water on earth is the same, and there exist drastic differences among the availability of salt and freshwater, as well as the differences among the amounts that water exists in different states of matter. 
  2. After a class discussion about the video and already introduced content, each group of four students will be given the materials needed to complete the activity. These materials include: 1 empty liter bottle, 1 graduated cylinder, 1 pipette, 4 cups, paper towels, and either access to water source or water in a separate container. 
  3. Students will then work together with the teacher in a large group, to do the conversion of the total amount of water on earth to equal 1 liter of water, and then convert the rest of the types of water (salt, fresh, solid, liquid, gas) on earth to milliliters. 
  4. After completing the conversions in a large group, the students will then break apart into their small groups to physically distribute the 1 liter of water they are given into the parts they determined (ie: 970 ml = salt water,  21 ml = all freshwater, etc).  
  5. After dividing up the water so they can see the different amounts of water in comparison to each other, the students will individually fill out a pre-divided pie chart to represent their findings.  

Nelson, K. (2015, July 10). Hydrosphere: Water Distribution on Earth. Retrieved from https://betterlesson.com/lesson/634350/hydrosphere-water-distribution-on-earth?from=cc_lesson 

What developmental differences (in students) need to be addressed ?

  • Fifth grade students will be able to understand and follow written directions to an activity, and obtain knowledge by reading.
  • Fifth grade students are able to learn from reading, we can give them supplemental readings to gather new information from.
  • After reading they can share information with the class or partners.


How would you differentiate your interactions at each level? Why would you make the modifications you described?

  • Fifth grade students would already have the knowledge to differentiate between saltwater and freshwater, so our lesson will contain graphing in order to show students where the different types of water are distributed on earth. Describing and graphing is in the standard, our focus will be on the student completing those behaviors.
  •  Instead of using an Anchor chart to discuss content in the lesson, students will be given a short reading to complete in the beginning of the lesson. In fifth grade, the student should be able to read to learn. They can comprehend information independently and share their findings with others.
  •  We will also supplement a video on the distribution of water before we begin our in-class activity. A video can help students have a greater understanding about what they have read.
]]> 2019-02-12 16:15:24 UTC https://padlet.com/mjh34/7dg2qk9fkubn/wish/330409006 How it spirals through curriculum: oad1 https://padlet.com/mjh34/7dg2qk9fkubn/wish/330419252 The topic comes up in the form of water being found in oceans, rivers, lakes, and ponds and how water can be solid or liquid in second grade, and in fifth grade this topic comes back and discusses further into the differences of salt water versus fresh water and the distribution of water on earth.  Water systems will continue to be in the curriculum throughout secondary education.]]> 2019-02-12 16:32:03 UTC https://padlet.com/mjh34/7dg2qk9fkubn/wish/330419252 How this can help us as a new teacher oad1 https://padlet.com/mjh34/7dg2qk9fkubn/wish/332742427 As a new teacher it’s important to keep in mind the developmental changes that occur for students between grade levels. It’s especially important to remember this as a teacher who may change grade levels each year and has to modify lessons accordingly. As a new teacher it’s important to figure out precedents before each lesson and an understanding of what has been covered in previous grade levels.


]]> 2019-02-19 15:41:18 UTC https://padlet.com/mjh34/7dg2qk9fkubn/wish/332742427