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WATER – Overview

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WATER – Overview WATER – Overview Contents Introduction ............................1 Module Matrix ........................2 FOSS Conceptual Framework...4 Background for the Conceptual Framework in Water ................6 FOSS Components ................ 16 FOSS Instructional Design ..... 18 FOSSweb and Technology ...... 26 Universal Design for Learning ................................ 30 Working in Collaborative INTRODUCTION Groups .................................. 32 Safety in the Classroom Water is the most important substance on Earth. Water dominates and Outdoors ........................ 34 the surface of our planet, changes the face of the land, and defi nes life. These powerful pervasive ideas are introduced here. The Scheduling the Module .......... 35 Water Module provides students with experiences to explore the FOSS K–8 Scope properties of water, changes in water, interactions between water and Sequence ....................... 36 and other earth materials, and how humans use water as a natural resource. In this module, students will • Conduct surface-tension experiments. • Observe and explain the interaction between masses of water at diff erent temperatures and masses of water in liquid and solid states. • Construct a thermometer to observe that water expands as it warms and contracts as it cools. • Investigate the eff ect of surface area and air temperature on evaporation, and the eff ect of temperature on condensation. • Investigate what happens when water is poured through two earth materials—soil and gravel. • Design and construct a waterwheel and use it to lift or pull objects. • Use fi eld techniques to compare how well several soils drain. © Copyright The Regents of the University California. Not for resale, redistribution, or use other than classroom without further permission. www.fossweb.com Full Option Science System 1 WATER – Overview Module Summary Focus Questions Students investigate properties of water. They What happens when water falls on different surfaces? compare the way water interacts with four different How many drops of water can you put on a penny? surfaces, observe the property of surface tension, and investigate how to change this property. They How does water move on a slope? compare the rates of different amounts of water What happens outdoors when rains falls on natural flowing downhill. Students go outdoors to explore materials? Inv. 1: Water Water 1: Inv. Observations how water interacts with natural materials. Students observe the properties of water as it is What happens to water when it gets hot? cold? heated, cooled, and frozen. They make a water What happens when hot or cold water is put into thermometer and find that water expands as it is room-temperature water? heated. Students compare the density of water at different temperatures and find that warm water How does water change when it gets really cold? is less dense than cool water, and ice is less dense Where should an animal go to stay warm or to stay cool? than liquid water. They go outdoors to compare Cold Water Water Cold melting of ice in different conditions (above ground Inv. 2: Hot Water, Water, 2: Hot Inv. and underground). Students are introduced to water vapor and What happens to wet paper towels overnight? evaporation. They explore the effects of What affects how fast water evaporates? environmental conditions and surface area on rates of evaporation. They set up condensation How does surface area affect evaporation? chambers and consider how evaporation and What causes moisture to form on the side of a cup? Vapor condensation contribute to the water cycle. Students go outside and use moisture-indicator Where can you find hidden water in our schoolyard? Inv. 3: Water Water 3: Inv. paper to search for hidden water in plants, animals, and the physical environment. Students compare what happens when water is What happens when water is mixed with earth materials? poured through two different earth materials, soil Does water have the power to do work? and gravel. Students construct a waterwheel and use it to lift objects, learning about the power of Do all soils drain water at the same rate? water. Students test soil in a number of locations on the schoolyard to compare the drainage rates. Students are introduced to renewable natural resources and ways to conserve them. Inv. 4: Waterworks 4: Inv. 2 Full Option Science System Module Matrix Concepts/Elements Reading Assessment • Water forms beads on waterproof materials and Science Resources Embedded Assessment soaks into absorbent materials. “A Report from the Blue Science notebook entry • Surface tension is the skinlike surface of water that Planet” Response sheet pulls it together into the smallest possible surface “Surface Tension” Scientific practices area (a sphere), and can be disrupted by the “Which Way Does It Go?” Benchmark Assessment addition of soap. Survey • Water moves downhill. The angle of the slope and Investigation 1 I-Check the amount of water affect flow. • Water expands when heated and contracts Science Resources Embedded Assessment when cooled. “Water: Hot and Cold” Science notebook entries • Density determines whether objects float or sink in “Ice Is Everywhere” Response sheet water. A material that floats in water is less dense Benchmark Assessment than the water; a material that sinks is more dense. Investigation 2 I-Check • Cold water is more dense than warm water. • Water expands when it freezes; ice is less dense than liquid water. • Ice melts when heated; water freezes when cooled. • Evaporation is the process by which liquid (water) Science Resources Embedded Assessment changes into gas (water vapor). “Drying Up” Science notebook entries • Temperature, greater surface area, and moving air “Surface-Area Experiment” Response sheet (wind) increase the rate of evaporation. “The Water Cycle” Scientific practices • Condensation is the process by which gas (water Media Benchmark Assessment vapor) changes into liquid water; it occurs on a Water Cycle Investigation 3 I-Check cool surface. • Evaporation and condensation are processes in the water cycle. • Soil is rock particles mixed with organic material Science Resources Embedded Assessment called humus. “Water: A Vital Resource” Response sheet • Soils can be described by their properties, “Natural Resources” Scientific practices including capacity to retain water. “The Power of Water” Benchmark Assessment “Ellen Swallow Richards: An • Flowing water can be used to do work; Posttest waterwheels are machines powered by Early Ecologist” flowing water. “Solar Disinfection System” • Water and soil are renewable resources. • People can conserve natural resources. Water Module 3 WATER – Overview FOSS CONCEPTUAL FRAMEWORK In the last half decade, teaching and learning research has focused on learning progressions. The idea behind a learning progression is that core ideas in science are complex and wide-reaching, requiring years to develop fully —ideas such as the structure of matter or the relationship between the structure and function of organisms. From the age of awareness throughout life, matter and organisms are important to us. There are things students can and should understand about these core ideas in primary school years, and progressively more complex and sophisticated things they should know as they gain experience and develop cognitive abilities. When we as educators can determine those logical progressions, we can develop meaningful and eff ective curriculum for students. FOSS has elaborated learning progressions for core ideas in science for kindergarten through grade 8. Developing a learning progression involves identifying successively more sophisticated ways of thinking abouta a core idea over multiple years. “If mastery of a core idea in a TEACHING NOTE sciences discipline is the ultimate educational destination, then well- designedd learning progressions provide a map of the routes that can FOSS has conceptual structure at beb taken to reach that destination” (National Research Council, A the module and strand levels. The FrameworkF for K–12 Science Education, 2011). concepts are carefully selected and organized in a sequence that TheT FOSS modules are organized into three domains: physical science, makes sense to students when earthe science, and life science. Each domain is divided into two strands, presented as intended. asa shown in the table below for the FOSS Elementary Program. Each strandst represents a core idea in science and has a conceptual framework. • Physical Science: matter; energy and change • Earth and Space Science: dynamic atmosphere; rocks and landforms • Life Science: structure and function; complex systems The sequence in each strand relates to the core ideas described in the national framework. Modules at the bottom of the table form the foundation in the primary grades. FOSS Elementary Module Sequences The core ideas develop in complexity PHYSICAL SCIENCE EARTH SCIENCE LIFE SCIENCE as you proceed up the columns. ENERGY AND DYNAMIC ROCKS AND STRUCTURE/ COMPLEX MATTER CHANGE ATMOSPHERE LANDFORMS FUNCTION SYSTEMS Information about the FOSS 6 Mixtures and Motion, Force, Weather on Sun, Moon, and Living Systems learning progression appears in the Solutions and Models Earth Planets conceptual framework Energy and Soils, Rocks, Measuring Matter Water Structures of Life Environments (page 7), which shows the structure Electromagnetism and Landforms of scientifi c knowledge taught and Solids and Balance and Pebbles, Sand, Plants and Insects and Air and Weather Liquids Motion
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