Campus: Lacy Elementary

: Campus: Lacy Elementary

Author(s): Melanie Wright Date Created / Revised: November 3, 2016

Six Weeks Period: 3rd Grade Level & Course: 2nd Science

Timeline: 2 days Unit Title: Unit 04 - Investigating Our Natural Unit 04 - Lesson World: Earth Materials and Natural Resources 3 of 3

Stated Objectives: 2.1A Identify and demonstrate safe practices as described in the Texas Safety TEK # and SE Standards during classroom and outdoor investigations, including wearing safety goggles, washing hands, and using appropriate materials.

2.1B Describe the importance of safe practices

2.1C Identify and demonstrate how to use, conserve, and dispose of natural resources and materials such as conserving water and reuse or recycling of paper, plastic, and metal

2.2A Ask questions about organisms, objects, and events during observations and investigations

2.2B Plan and conduct descriptive investigations such as how organisms grow

2.2C Collect data from observations using simple equipment such as hand lenses, primary balances, thermometers, and non-standard measurement tools

2.2D Record and organize data using pictures, numbers, and words.

2.2E Communicate observations and justify explanations using student- generated data from simple descriptive investigations

2.3A Identify and explain a problem in his/her own words and propose a task and solution for the problem such as lack of water in a habitat

2.3B Make predictions based on observable patterns

2.3C Identify what a scientist is and explore what different scientists do

2.4A Collect, record, and compare information using tools, including computers, hand lenses, rulers, primary balances, plastic beakers, magnets, collecting nets, notebooks and safety goggles; timing devices, including clocks and stopwatches, weather instruments such as thermometers, wind vanes, and rain gauges; and materials to support observations of habitats of organisms such as terrariums and aquariums

2.4B Measure and compare organisms and objects using non-standard units that approximate metric units

2.7A Observe and describe rocks by size, texture, and color

2.7B Identify and compare the properties of natural sources of freshwater and saltwater 2.7C Distinguish between natural and manmade resources

2.8B Identify the importance of weather and seasonal information to make choices in clothing, activities, and transportation

See Instructional Focus Document (IFD) for TEK Specificity

Key  Water comes from natural sources on Earth. What are the main sources of salt Understandings water on the Earth? What are the main sources of fresh water on the Earth?

 Fresh water and salt water have different properties. What are some properties of fresh water? What are some properties of salt water?

Misconceptions Students may think that the Earth has limitless resources.

Key Vocabulary Conservation, conserve, exhibit, fresh water, lake, manmade resources, marine/ocean, natural resources, pond, recycle, reduce, repurpose, reuse, river, salt water, stream

Suggested Day Instructional Procedures Materials, Resources, Notes 5E Model (Engage, Explore, Explain, Extend/Elaborate, Evaluate)

Day 1- Engage Topic: Types of Water  Pshare video:Lacy- Wed. 11/30 >second->Science-> 1. Discuss with class types of water in Princeton such lakes, water: The Importance ponds, and rivers. Ask if any students have ever gone on of Water vacation to the ocean.  Google Earth or Think Central Unit 5 Lesson 2 2. Use Google Earth to look at fresh water and salt water Digital Lesson. bodies. (Fresh Water: Lake Superior and the Great  Worksheet “Collect Lakes, and Lake Bakail in Russia. Salt Water: the Dead Data” and How do Sea and the oceans). Or use Think Central Unit 5 Lesson People use water 2. Click on digital lesson arrow in the left column. 3. Students will complete the worksheet :Collect Data 4. Watch the pshare video: The Importance of Water Prepare for tomorrow’s salt water experiment. The salt water must be in a suspended state. (dissolved)

Day 1 – Explore Topic: Fresh vs. Salt Water Experiment  2 cups Wed. 11/30  Salt 1. Discuss salt water with students. Ask students where we  Piece of soap/2 Eggs might find salt water (oceans, bays, etc.).  Science Notebook 2. Have students complete the Fresh vs, Salt Water  Fresh vs. Salt Handout handout 3. Teacher will set up the saltwater vs. freshwater experiment. 4. Fill two cups with water. Add salt to one cup. 5. Students will predict in science notebooks if soap will sink or float in salt and fresh water. 6. Teacher may also use an egg instead of soap. 7. Place soap in both the salt and fresh water cups. 8. Discuss with students if predictions were correct and why they think it floated or not. 9. Record in Science Notebook. Please be sure to use scientific process each time. There should always be a question at the beginning. There should be multiple tests that should be graphed and charted.

Day 2 –Explain Topic: Types of Water  Science Fusion pp180- Fri. 12/2 188 1. Read Science Fusion pp 180-188

Day 2 – Elaborate Topic: Measuring Water on Maps/Unit Test  1 map for each group Fri. 12/2  Large paper clips 1. Go through the scientific method with students. Make a  rulers question, such as “How long is the Mississippi river on  Science Fusion pp 217- this map?” How wide/how long is the Atlantic Ocean? 220 Have students make a hypothesis. Part of the scientific method is to measure and collect data, this is our focus for today. 2. Students will work in groups to measure the Mississippi River (fresh water) and the Atlantic ocean (salt water). They will begin with non-standard measurement (large paper clips) and use inch rulers to measure. Record measurements on board. See if every group has the same data. 3. Give the students a unit test on pp 217-220 in Science Fusion.

Accommodations Accommodations for instruction will be provided as stated on each student’s (IEP) for Special Individual Education Plan for special education, 504, at risk, and ESL/Bilingual. Populations