What Makes Water So Special?

1. What Makes Water So Special? 4th Grade MST Inquiry Unit By: Marta Osorio & Olunife Ojediran

2. Table of Contents TitleSlide Rationale ……………………………………………………………………………………………………… 3 MST-NYC Inquiry Unit Overview………………………………………………………........... 4 Lesson 1: Drinking Water!!...........................................................5- 10 Lesson 2: What’s the Matter?? Solid, Liquid and gas…………………....…………….. 11-17 Lesson 6: What goes up MUST come down, The Water Cycle………………………….18- 24 Filamentality………………………………………………………………………………….…………………25- 26

3. Rational This unit is meant to increase children’s appreciation and understanding of water. To accomplish this students will explore water in a variety of ways. Within the context of their own lives and communalities, by developing both their scientific understanding , as well as their capacity to connect with water on a personal level.

4. MST-NYC Inquiry Unit Overview

5. Drinking Water!!Lesson # 1

6. Lesson Summary Motivational Activity Experiment Students explore five different bottles of water using all their senses. The bottles are labeled 1-5. The first bottle of water will contain carbonated water, the second bottle will be mixed with salt, the third bottle of water will have a dirty-look appearance, the fourth bottle of water will have a lemon scent, and the fifth bottle of water will contain pure water. Students are to decide which bottle of water to drink from and why. Students are then asked to write their own definition of drinking water based on this experiment. • Ask the students to take a deep breath, close their eyes and relax. Open The Filamentality page and play the is The Water Sound YouTube video. Ask students to listen to the sounds for about one minute and then try to identify what kind of sounds they are. gently sprinkle some water on the air with a water atomizer so water could land on students’ heads and faces. Once the time limit is up, ask students to open their eyes up. Then, select two or three students so they can share with the rest of the class what they thought the sounds they just heard were.

7. Behavioral Objectives • To conduct an experiment exploring five bottles of water and completing part 1A on the worksheet provided. • To define the concept of drinking water based on the observations from the experiment and the information gained in class. • To explain in two paragraphs where drinking water comes from and why drinking water is important.

8. Drinking Water! • Bloom’s Taxonomy: Knowledge, Comprehension, and Application, • Gardner’s Multiple Intelligence(s): Visual-Spatial, Linguistic, and Bodily-Kinesthetic • Children’s Literature: The Drop in My Drink: The story of Water on Our Planet by Meredith Hooper.

9. Assessment

10. Sample Student Activities

11. Lesson 2 What’s the Matter?Solid, Liquid & Gas

12. Lesson 2Summary • The teacher will begin by asking students to write on a post it note, three examples of an object that is a solid, liquid, and gas. • Teacher will then read Water, Water Everywhere by Cynthia OverbeckBix. • Students will complete a scavenger hunt activity. • Students will watch some interactive videos. • The teacher will review a few the vocabulary words for this lesson.

13. Behavioral Objectives • To name three examples for each one of the states of matter (solid, liquid and gas) • To identify correct information about states of matter in an online scavenger hunt. • To create a line graph representing the melting points of five solids (Lime lolly, chocolate, butter, candle wax, and aluminum).

14. Bloom’s Taxonomy & G.M.I • Bloom’s Taxonomy: Comprehension, Application, and Analysis • Gardner’s Multiple Intelligences: Visual/Spatial, Linguistic, and Musical

15. Sample Student Activities Motivational activity

16. Scavenger Hunt

17. Assessment

18. Lesson 6What goes up Must come down, The Water Cycle

19. Lesson 6 Summary • Teacher will begin a KWL chart, and record student responses about the water cycle. • Students will watch a motivational videos about the water cycle. • Teacher will read the book Water Dance by Thomas Locker. • Students will work to create their own models of the water cycle. • Students will respond to inquiries like; • How does water change? • How does water move? • How does life depend on water? • How does the sun affect water ? • How do we participate in the water cycle process?

20. Behavioral Objectives • To describe the flow of the water cycle. • To create a small-scale model of the water cycle, and explain the relationship between precipitation, condensation, and evaporation. • To identify correct answers on in-class questionnaire.

21. Bloom’s Taxonomy & G.M.I • Bloom’s Taxonomy: Knowledge, Comprehension, and Application • Gardner’s Multiple Intelligence(s): Visual/Spatial, Linguistic, and Musical. • Children’s Literature: Water Dance, by Thomas Locker.

22. Motivational Activity http://studyjams.scholastic.com/studyjams/jams/science/ecosystems/water-cycle.htm Website overviewThis video teaches students about the water cycle. It addresses questions students might have, and through sing-along songs, videos, vocabulary words, and quizzes, students will better understand the water cycle. The video includes animated characters that interact and use student friendly explanations. As students watch the videos the lyrics are also provided on screen to support each student’s need.

23. Sample Student Activities

24. Assessment

25. What makes Water so SpecialFilamentalityWebpage

26. Thank You!!! The End….