Matarese,+Heather

Type in the content of your new page here. Deliverable #2: Integrating an Edublog Into an Existing Lesson Plan Title of the Lesson: Sequencing in Expository Text, __Water__, Investigation 4: Ellen Swallow Richards: An Early Ecologist GLEs R – 3 – 7.1 Demonstrate initial understanding of informational texts (expository and practical texts) by obtaining information from text features (e.g. table of contents, glossary, basic transition words, bold or italicized text, headings, graphic organizers, charts, graphs or illustrations) R – 3 – 7.3 Demonstrate initial understanding of informational texts (expository and practical texts) by organizing information to show understanding (e.g. representing main / central ideas or details within text through charting or mapping). R – 3 – 7.5 Demonstrate initial understanding of informational texts (expository and practical texts) by identifying the characteristics of a variety of types of texts. R – 3 – 13 Uses comprehension strategies (flexibly and as needed) before, during and after reading literary and informational text. W–8–10 Students use a recursive process, including pre-writing, drafting, revising, editing, and critiquing to produce final drafts of written products. W–8–11.2 Sharing thoughts, observations, or impressions W–8–7.2 Stating and maintaining a focus/controlling idea/thesis W–8–8.4 Commenting on the significance of the information, when appropriate W–10–11.1 Writing with frequency, including in-school, out-of-school, and during the summer W–10–11.2 Sharing thoughts, observations, or impressions

Goals: Students will recognize signal words, for sequencing, by underlining them in the text. Students will write an expository piece using time order words. Instructional Material and Resources - A copy of pp. 24 – 26 of __Foss Science Stories Water__ for each student. - Large piece of chart paper with signal words for sequence written on it. -  Students will need access to a computer for writing portion of lesson. Introduction: To teach this lesson, I will use a “think aloud.” To open the lesson I will explain “//what, why and when//.” // What: // - I will open this lesson by explicitly telling children that while there are six basic text structures in expository text, today we will concentrate on just one: sequence. Children already know the following time order words: first, next, then, after that, finally or lastly. - I will invite one child to explain what sequence means. If necessary, I will use the “re-voicing” technique to clarify what the child has said. - I will go on to explain that in a sequence, the events unfold in a particular order. // Why: // - I will explain why it is important to use this strategy in reading. I will tell children that they will learn more from the text just by knowing how to identify the text structure, sequence. Also, they will comprehend more when they can make text-to-text connections with other text structures that are sequence. // When: // Next, I will explain that children might see this text structure in recipes, biographies and autobiographies, instructions, historical accounts, and science and social studies texts. I will ask children if they have ideas of other instances when they might see the text structure, sequence.

// Modeling//
- While students observe, I will model how to identify the text structure using a think aloud. I will reveal, one word at a time, the signal words on a large piece of chart paper. Then, I will ask children if they have ideas for other signal words; hopefully, they will reiterate the time order words above. After children read the first paragraph silently, I will read it aloud as they all follow along. I will point out the signal word, “today” and highlight it in my copy of the text. Finally, I will point out the phrase, “In the early 1900’s” and I will highlight it. I will clarify that while the list does not include dates or years, dates and years are indicators of sequence, provided they go in order. I will invite the children to underline these words in their copies of the text.

//Guided Practice//
- I will direct the students’ attention to the second paragraph and ask them if they notice any transition words. I will ask the children to label paragraphs one and two with a “T” to indicate that we did this portion together. - For paragraph three, I will allow children to work in pairs and we will discuss their findings as a small group. I will provide scaffolding for any children who need it. At this point, children should have underlined six words or phrases on the first page.

//Independence//
Children will work independently to identify all of the other transition words on pages 25 and 26 in the text by underlining them. Writing Assignment: Children will write an expository piece; it may be a how-to paragraph, an autobiography, a science piece, etc. The students may choose the type of expository text they write. The writing piece must include sequence words. The writing piece will be published on the class blog. Extension/Adaptation: Students will read and post comments to at least two classmates on the blog. The focus of their comments will be “stars and wishes” for their peers’ writing pieces. Students will make suggestions (wishes) or give praise (stars) about the use of sequence words. They may suggest that transition, or signal, words be inserted in the body of the text in strategic places in order to enhance the readability of the text. Or, they may admire the way students’ writing pieces were easy to understand because of the way they used signal or transition words. Potential Challenges; - Some students may not have access to the internet on a daily basis. -  Students may discriminate about whom they post comments. For example, they may post comments about their friends’ writing pieces only. -      Assessment: See following rubric. Expository Text Structure: Sequence

Rubric
8 and 10 signal words in the text. || I underlined between 4 and 7 signal words in the text. || I underlined between 1 and 3 signal words in the text. || I did not underline any signal words. ||
 * || 4  ||  3  ||  2  ||  1  ||
 * Reading ||  I underlined between
 * Writing ||  I used at least 5 transition words to enhance the readability of the text.  || I used 3 - 5 transition words to enhance the readability of the text. ||  I used less than 3 transition words in my writing piece.  ||  I did not use any transition words in my writing piece.  ||

Heather Matarese Deliverable #3 Proposal for Implementation Introduction Blogging has had a revolutionary impact on literacy for many students in America, as well as internationally. It is clear to see from the many success stories and articles referenced below that learners, teachers, and parents benefit from blogging for educational purposes. This letter is submitted to you to propose the implementation of a classroom Weblog, also known as an edublog. In 1999, the Weblog was nicknamed the blog. In an educational setting, it is known as an edublog. An edublog is a Web 2.0 tool in that it is an interactive and dynamic means of communicating information. It may be used as a means for efficient communication, a tool to enhance instruction, a collaborative tool, as well as a virtual bulletin board for student work. A blog is useful because users give and receive feedback, which is vital to learning. Virtues and Evidence of Effectiveness An edublog would help to build the home-school connection, as well as promote literacy, two needs that many teachers in our district continuously strive to meet. The resource of a blog would not only allow teachers to communicate with students, parents and other educators more efficiently, it would also improve the students’ literacy skills. Donald Leu, of Syracuse Univerisity, enumerates succinctly his rationale for edublogs at http://anne.teachesme.com/2007/01/17/rationale-for-educational-blogging. Some of his ideas for using a blog as an instructional tool include: The article, “Welcome to the Blogosphere: The Educational Use of Blogs (aka Edublogs)”, by Jan Ray written in 2006, found at http://eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/28/f8/de.pdf discusses the virtues of using blogs in a classroom setting. It introduces blogs and how they can be used in an educational setting. Costs and benefits of blogging are also discussed. Another article worth reading is “The Educated Blogger: Using Weblogs to Promote Literacy in the Classroom” by David Huffaker. He claims that weblogs are a viable tool for education as they resemble personal journals and provide a place where self-expression and creativity are encouraged through feedback and collaboration. Huffaker also suggests that blogs, while perfect for promoting literacy, are useful across disciplines. The entire article may be found at [|www.citeulike.org/user/rickl/article/2391678]. Examples of teachers and students using blogs successfully can be viewed at: [|www.tblog.com/templates/index.php?bid=runkles1] Third graders at Oakdale Elementary School in Ijamsville, MD use it for geometry. [|www.lmhartley.org] This is an example of a teacher using a blog as a showcase for student work. [|www.parentsteachersstudents.blogspot.com] Here, Mrs. Pamela Pritchard, a fifth grade teacher, uses a blog effectively for a multitude a purposes. Possible Roadblocks
 * Blogs provide a space for sharing opinions and learning in order to grow communities of discourse and knowledge — a space where students and teachers can learn from each other.
 * Blogs help learners to see knowledge as interconnected as opposed to a set of discrete facts.
 * Blogs can give students a totally new perspective on the meaning of voice. As students explore their own learning and thinking, their distinctive voices emerge. Student voices are essential to the conversations we need to have about learning.
 * Blogs foster ownership and choice. They help lead us away from students trying to find what the teacher wants in terms of an answer.

Admittedly, I foresee possible roadblocks to implementing this technology. With respect to children they are: accessibility to working computers in school and at home and internet safety. At the instructional level, they include: staff reluctance, lack of knowledge and lack of resources for training. Overcoming the Roadblocks There are ways, however, to overcome these obstacles. To provide students with access to working computers at school in classrooms that only have a couple of computers, teachers could work out a schedule that would involve taking turns in the library or with available laptops. For students who do not have internet access at home, teachers can remind them that the public library offers free internet access. Internet safety is a major concern. Blogs are known as “social networking” sites; MySpace and FaceBook, two popular social networking sites, have been blocked from access to protect students’ safety. With Blogger, educators may limit access to invited users only. Also, teachers can use the “moderate comments” feature to screen, and delete if desired, all comments before they are posted to the blog. Additionally, I volunteer to train interested teachers and staff about the benefits and uses of blogging in the classroom. It would be my pleasure to facilitate the set-up of classroom blogs using the free software, Blogger. Software Suggestions The software that I recommend for creating a classroom blog is Blogger, found at www. blogger.com. It is user-friendly, free and has tutorials to facilitate set up and implementation. Other software suggestions are BlogEasy, found at [|www.blogeasy.com] and MyBlogSite, which can be accessed at [|www.myblogsite.com]. The Future The No Child Left Behind Act of 2001 requires that instructional resources must demonstrate evidence of effectiveness. The websites and blogs listed in this letter provide evidence that a blog is an educationally sound instructional tool. My hope for the future is that teachers and administrators in our district will embrace the concept of the edublog for its instructional and communicative potential and, ultimately, integrate blogs into the classroom setting for the main purpose of enhancing literacy. Our children are worthy of the gains and enrichment that other student bloggers currently enjoy. Your support with this proposed initiative is crucial to its success. = Heather Matarese = = EDC 921 = = FINAL PROJECT = = Grade 3 = = Science Unit =

**__ Title: __**__ Water __
__ ** Publisher: ** Delta Education, Nashua, NH __ __ Reasons for teaching these lessons __ : The water unit is being taught to provide students with an in-depth understanding of water properties, changing forms/appearance of water, interaction between water and other earth materials, and how humans use water. These concepts will be developed through student inquiry, observation, and oral and written reporting. · Students will be able to describe water as having several properties. The description will include transparency, shapelessness, and movement or flow. · Students will understand that water beads on some materials and is absorbed by other materials. Group participants will be able to apply this information to other materials, not part of the investigation. · Students will be familiar with the fact that surface tension is the “skin-like” surface of water that pulls it together in the smallest possible volume. · Students will be able to describe water as flowing downhill. · Students will understand that water expands when heat is added and contracts when heat is taken away. · Students will observe, compare and draw conclusions about water on a variety of surfaces. · Students will understand and compare rates of water flow. · Students will be able to describe and communicate observations. · Students will be able to explain (draw or write) and compare the interaction of water at different temperatures. · Students will be able to describe and classify the properties of water in two states, solids and liquids. · Students will be able to communicate observations about water. · Students will demonstrate curiosity about the properties of water. · Students will apply what they already know to new facts and concepts and use this information to acquire evidence to prove their predictions. · Students will demonstrate a willingness to change their predictions or previous theories, based on investigation · Students will demonstrate group cooperation. · ** ESS1 (3-4) –1 ** · ** PS1 (3-4) –2 ** __·  I will use hands-on activities, demonstrations, group discussions, audio aids and visual aids throughout the unit to accommodate different learning styles. __ __·  I will review previously learned concepts prior to the activity. __ __·  I will state learning objectives clearly for the present activity. __ __·  I will invite all children into discussions, especially during review. __ __·  I will assign science buddies for assistance. __ __·  I will use graphic supports and speak to all students one-on-one where necessary. __
 * __ Developer: __**__ FOSS Lawrence Hall of Science, University of California at Berkeley __
 * __ OBJECTIVES TO ASSESS __**
 * __ Scientific Knowledge __**** : **
 * __ Science Process Skills and Reasoning __**** : **
 * __ Scientific Attitudes and Values __**
 * ALIGNMENT WITH RI GRADE SPAN EXPECTATIONS IN SCIENCE **
 * __ Assessment Targets __**
 * Students demonstrate an understanding of earth materials by: **
 * 1b ** recording and __analyzing__ observations/data about physical properties (e.g., __within a grouping__, which characteristics are the same and which are different).
 * ** ESS1 (3-4)–2 **
 * Students demonstrate an understanding of processes and change over time within earth systems by … **
 * 2a ** conducting investigations and using observational data to describe how water moves rocks and soils.
 * Students demonstrate an understanding of states of matter by … **
 * 2a ** describing properties of solids, liquids, and gases.
 * 2c ** making logical predictions about the changes in the state of matter when adding or taking away heat (e.g., ice melting, water boiling or freezing, condensation/evaporation).
 * ** PS3 (3-4) – 7 **
 * Students demonstrate an understanding of motion by… **
 * 7d ** conducting experiments to demonstrate that different objects fall to the earth unless something is holding them up.
 * Adaptations for Diverse Learners **
 * __ Unit Schedule __**
 * = Lesson 1 = || = Pre-Assessment = ||
 * = Lesson 2 = || = Looking at Water – Part I = ||
 * = Lesson 3 = || = Looking at Water – Part II = ||
 * = Lesson 4 = || = Surface Tension – Part I = ||
 * = Lesson 5 = || = Surface Tension – Part II = ||
 * = Lesson 6 = || = Water on a Slope – Part I = ||
 * = Lesson 7 = || = Water on a Slope – Part II = ||
 * = Lesson 8 = || = Hot Water, Cold Water = ||
 * = Lesson 9 = || = Water Conservation – Part I = ||
 * = Lesson 10 = || = Water Conservation – Part II = ||
 * = Lesson 11 = || = Post (Summative) Assessment = ||

**__ Lesson 1 __**** – Pre-Assessment **
= = = Introduction  = In this lesson, I will assess the amount of background knowledge students have about the topic of water. I will tell children that we will be learning about water and its properties.

Goals
My goal is to gather information from the students to guide my planning of this unit. Based on this pre-assessment, the following lessons may be altered depending on the students’ needs. I will invite children to discuss everything they know about the topic of water with their teammates. Then, in a whole class format, we will complete the ‘K’ and ‘W’ portions of a KWL chart. I will gather students around the computer. Using maps.google.com, as well as an image from altavista, I will show the children two visuals of planet Earth. I will say, “Take a look at this picture of Earth from above. As you look at the Earth, what do you think another name for our planet could have been?” I anticipate some possible responses may be: blue planet, water planet.
 * Pre – Activities **
 * Activities **

Writing Assignments
Children will answer the following questions independently in their Scientist’s Notebook. What does water taste like? What happens to a snowman when the sun comes out? What shape is the water in this glass? What does the word surface mean?

Closing Activities
I will invite some students to share their responses to each question. I will tell students about the classroom wiki. Children will be invited to edit the wiki during science lessons, if time permits, as well as at home at their leisure. The wiki will be visited at the end of every lesson and edited when appropriate. Extension: Children who have a lot of information to share may write it in their Scientist Notebooks. __ Adaptations for Diverse Learners: __ Students that have difficulty putting ideas in writing can make drawings to explain their ideas and/or tell an adult verbally. Homework: On the class blog, children are to write one paragraph stating what they are wondering about water. Also, they are encouraged to read peers’ postings.
 * __ Extension and Adaptation __ **
 * Assessment ** – I will not score these pre-assessments and the children are aware of this, as it is common practice. We will re-visit these at the end of the unit for children to reflect on all they have learned.

Lesson 2 – Looking at Water, Properties of Water, Part 1
Introduce the word property/properties and say: **“** A property of water is something that belongs to water. You can observe properties like how water tastes, its shape, its smell, how it feels and its color. You can describe the properties of water as having no taste, no shape and no color. “ I will write this information on a chart. Later, a volunteer will add this to the wiki.
 * Introduction **

Goal
· Students will observe that water reacts differently on different surfaces. Students will be able to describe water as having several properties. The description will include transparency, shapelessness, and movement or flow.

Pre-Activity
I will read //“I Get Wet”// by Vicki Cobb to the page where a child is spraying himself with a garden hose. During the read aloud, I will pause and point out the properties of water: shaped by container and it sticks to itself. On about page 6, the book asks the students this question: “Water wets you because it can flow. It flows because it sticks to itself, even though this stickiness is not very sticky. But there is still another reason why water can wet you, can you guess what it is?”

Activity/Writing Assignment
We are going to put water on a few different surfaces now and see what happens with water. In some cases the water will be absorbed. Ask if anyone knows what **absorb** means. Define **absorb as to soak up**. **Beads:** water forms little circles on top of the aluminum foil, wax paper, paper towel, or white paper.

__ FOCUS QUESTION __
   
 * Remind students to look at their Writing Prompts in the back of their science notebooks. Think about what the question is. Hopefully, students will write something like “Does water do the same thing on all surfaces?”
 * Each student will write a focus question in their own words.
 * Post a “Class Focus Question.”
 * Class Focus Question ** : ** Guide students to write something like: “What will happen when water gets splashed on different types of surfaces?” “ Does water do the same thing on all surfaces?”
 * __PREDICTION / HYPOTHESIS __**
 * Have students skip a line and write “Prediction.”
 * // Say to students: “What do you think will happen?” //
 * Choose a prompt. **“I think** water will do the same thing on all surfaces” or I do not think water will do the same thing when it is splashed on different surfaces”. Students will provide their reasons.
 * Conduct a brief discussion. Call on several students directly to share their predictions. Ask students if they agree or disagree to cause them to respond to the predictions presented.

1. // Assign cooperative learning roles // (e.g., Getter, Starter, Checker, Recorder, Reporter see cooperative learning section) and explain responsibilities. 2. I will move the students to one area and will be certain all can see as I demonstrate how to get water into the dropper. Then, I will model how to place one drop onto a surface. 3. I will ask one student to model this procedure and a second student to re-state the directions.   ||   ||||||    ||    || ** Surface ** || || ** What happened when water was dropped on this surface? ** ||   ||  ||  ||  ||  ||||   || ||  ||  ||   ||||   || ||  ||  ||   ||||   || ||  ||  ||   ||||   ||
 * __<span style="FONT-SIZE: 11pt; FONT-FAMILY: Arial; mso-fareast-font-family: Times; mso-bidi-font-family: 'Times New Roman'">DATA / OBSERVATIONS __**
 * Draw a picture of what happened **** . ** ||||  ||
 * Aluminum Foil ** ||
 * Aluminum Foil ** ||
 * Wax Paper ** ||
 * Wax Paper ** ||
 * Paper Towel ** ||
 * Paper Towel ** ||
 * White Paper ** ||
 * White Paper ** ||

** Closing Activities **

 * Explain to students how they will organize/record their observations and tell them to pay attention to what happens when they drop water on each surface. There will be some words to add to the students’ science glossary when we are finished. (**Absorbed** water is soaked up on the surface. **Beads:** water forms little circles on top of the aluminum foil, wax paper, paper towel, or white paper. )
 * A volunteer will add the science glossary words to the class wiki.

LESSON 3 – Looking at Water, Properties of Water, Part 2

__ Introduction, LINK TO PRIOR LEARNING __
At the beginning of this class, students will review the information recorded during the previous lesson. They will be instructed to open their notebooks, turn and share, and read the focus question, prediction, planning/procedure, data collected.

Goal
· Students will observe that water reacts differently on different surfaces. Students will be able to describe water as having several properties. The description will include transparency, shapelessness, and movement or flow. **__ Pre-Activity __**
 * Students will examine their data/observations in the notebooks. They will turn to their neighbor and share their observations. I will ask them if they can make any “claims,” something they know to be true.
 * The reporter in each group will share their data/observations.

__ CLAIMS AND EVIDENCE __
Claims || Evidence || I know this to be true (a fact) || Because I observed this ||
 * Students will be instructed to write “Claims and Evidence” on the next line in their notebooks.
 * I will explain to the class that they should use their evidence or the data collected from observations to create a claim, a true fact about the behavior of water on different surfaces. I will state, “What do you claim to be true? How can you prove what you are stating? Back it up with evidence.”
 * The following format will be explained and posted on the board.
 * If students need help writing their claims and evidence, they will be referred to the prompts on the inside back cover.
 * Using the Popsicle sticks I will call on a few students to share their claim with evidence. The class will participate in a discussion of the different claims.

Activity
After the discussion of student claims I will call students to sit on the rug I will finish reading the book // “I Get Wet” // by Vicki Cobb. During the reading we will discuss the behavior of water on different surfaces. After the read aloud I will post and define the following terms on the “science word wall”. At this time students will enter the new science terms in their notebook glossary. <span style="FONT-FAMILY: Symbol; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Times; mso-bidi-font-family: Arial">· ** Water ** – a liquid earth material <span style="FONT-FAMILY: Symbol; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Times; mso-bidi-font-family: Arial">· ** Property ** – characteristic of a material or an object, something that you can observe such as color, smell, and taste. <span style="FONT-FAMILY: Symbol; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Times; mso-bidi-font-family: Arial">· ** Absorb ** – when water soaks into another material. <span style="FONT-FAMILY: Symbol; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Times; mso-bidi-font-family: Arial">·  **Beads** - when water forms domes on the surface of other materials. At this time, we will check the NewsAlert that has already been set up for information about water. Hopefully, at some point during the unit, we will find an interesting connection to real life through the NewsAlert service that will enhance our learning activities. (Each day, I will check for a meaningful article to share with the children.) **__ Assessment __** For assessment purposes, I will record students’ contributions to the “L” portion of the KWL chart, as well as their claims and evidence postings.
 * __ CONTENT BLAST! __**
 * __ Writing Prompt __**
 * Students will be instructed to write “Conclusion” on the next line in their notebooks.
 * I will ask students to restate their focus question as a topic sentence. The teacher will state, “At this point I want you all to think about your prediction, observations and claims. Use details from your claims and evidence (data) chart to answer the focus question. Every claim must be supported by evidence. Refer back to your prediction. Include a summary sentence that can be a restatement in different words of the topic sentence.”
 * To help students start their conclusion they will be referred to the prompts on inside back cover.
 * Students will be instructed to write their own conclusion in their notebooks.
 * I will conduct a brief discussion were several students will share their conclusions. The class will have the opportunity to respond to the conclusions presented by expressing if they agree or disagree with these conclusions and why.
 * We will add what students have learned to the L (What have we learned) part of the KWL chart, while a student volunteer adds the information to the class wiki.
 * __ Closing Activities __**
 * Students will be instructed to write “New Questions / Next Steps in their notebooks.
 * To help students develop new questions or next steps to take, I will say, “You had an opportunity to see how water behaves on different surfaces but now I want you to think about what you have learned, and what else would you like to learn. Do you have any questions related to water? What new questions do you have to extend your learning? What else would you like to investigate with these materials?” These questions will be answered for homework on the classroom blog. Students will be given a week to do this to accommodate the children who do not have access to a computer at home.
 * To help students with this section they will be referred to the prompts on inside back cover.
 * Students will write new questions or possible actions to take in their notebooks.

Lesson 4 – Surface Tension, Part 1
· As a class, we will briefly discuss that last week we talked about the fact that water does not have a shape. **__ Goals __** · Students will understand that water beads on some materials and is absorbed by other materials. Group participants will be able to apply this information to other materials, not part of the investigation. · Students will be familiar with the fact that water tension is the “skin-like” surface of water that pulls it together in the smallest possible volume. ·  Each drop of water, however, does have a shape. <span style="FONT-FAMILY: Arial; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Times; mso-bidi-font-family: 'Times New Roman'"> · Each child draws a picture of a drop of water, which will be posted for all to see. · I will show children two images found on Altavista; one is a tight shot of drops of water on a leaf, while the other is a close up of a few water drops. I will ask, “What are these pictures of? What surprises you about the way they look?” · I will ask the children: “What do you notice about the shape of water? Do you think a water drop will always look the same? What might change what a drop of water looks like?” (Possible answers: Adding something to it, or moving the water with your finger or something that gets in the way of the surface and its tension.) “How can we investigate this?”
 * __<span style="FONT-FAMILY: Arial; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Times; mso-bidi-font-family: 'Times New Roman'">Introduction __**
 * __ Pre-Activity __**


 * __ FOCUS QUESTION __**

· Remind students to look at their Writing Prompts in the back of their science notebooks. Think about what the question is. Hopefully, students will write something like, “What might change the surface tension of water? Will water always form a dome ? What shape does water make on a flat surface? Why does water form a dome on a flat surface? How can you change the surface tension of plain water? <span style="FONT-FAMILY: Arial; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Times; mso-bidi-font-family: 'Times New Roman'"> <span style="FONT-FAMILY: Arial; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Times; mso-bidi-font-family: 'Times New Roman'">
 * Post a **“Class Focus Question.” **Guide students to think about water properties and surfaces. Have them write “Class Focus Question: “Does a drop of water always keep its shape?”
 * __<span style="FONT-FAMILY: Arial; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Times; mso-bidi-font-family: 'Times New Roman'">PREDICTION / HYPOTHESIS __**
 * Have students skip a line and write “Prediction.”
 * // Say to students: “What do you think will happen?” //
 * Ask students: “How many drops of water do you think can be put on top of a penny, without any water falling off the penny?” Offer possible solutions, more than five drops, more than ten drops, more than twenty drops?
 * ** Choose a prompt. ** **“I think** I will be able to put…. drops on the penny before the water falls off the penny”.
 * Conduct a brief discussion. Call on several students directly to share their predictions. Ask students if they agree or disagree to cause them to respond to the predictions presented.
 * Remind them that there is no right or wrong prediction. A prediction is a statement that represents their prior knowledge and experience.

I will move the students to one area so all can see as I demonstrate how to get water into the dropper. Then, I will demonstrate how to place one drop onto a surface, emphasizing the dropper needs to be held straight up and down. Also, note that the students will have to be very careful not to touch the penny or rock the table or it will knock the water off the penny before they are done. Demonstrate adding the salt and soapy water. Again stress they have to be still and gentle around the penny. I will ask one student to model this procedure and a second student to explain it, from memory.
 * __ Activities/ Writing Prompt __**

Assessment
Data / Observation Chart || ||   || ||  ||   || ||  ||   ||
 * __ Data/Observation table for recording purposes: __**
 * What is added to water ** ||
 * What happened? Did the surface tension of the water change? ** ||||
 * Draw a picture of what happened **** . ** ||
 * Plain Water- nothing added ** ||
 * Plain Water- nothing added ** ||
 * Plain Water- nothing added ** ||
 * Water with soap added ** ||
 * Water with soap added ** ||
 * Water with salt added ** ||
 * Water with salt added ** ||

<span style="FONT-FAMILY: Arial; mso-bidi-font-size: 11.0pt; mso-bidi-font-weight: bold; mso-bidi-font-family: 'Times New Roman'">Lesson 5 SurfaceTension, Part 2 <span style="FONT-FAMILY: Arial; mso-bidi-font-size: 11.0pt; mso-bidi-font-weight: bold; mso-bidi-font-family: 'Times New Roman'">

__ LINK TO PRIOR LEARNING __
At the beginning of this class, students will review the information recorded during the previous lesson. They will be instructed to open their notebooks, turn and share, and read the focus question, prediction, planning/procedure, data collected. **__ Goals __** · Students will understand that water beads on some materials and is absorbed by other materials. Group participants will be able to apply this information to other materials, not part of the investigation. · Students will be familiar with the fact that surface tension is the “skin-like” surface of water that pulls it together in the smallest possible volume.

Pre-Activity

 * __ MAKING MEANING CONFERENCE __**
 * Students will examine their data/observations in the notebooks. They will turn to their neighbor and share their observations. I will ask them if they can make any “claims,” something they know to be true.
 * The reporter in each group will share their data/observations.

__ CLAIMS AND EVIDENCE __
Claims || Evidence || I know this to be true (a fact) || Because I observed this || 1. After the discussion of student claims I will call students to stand around the horseshoe table where I will carry out a demonstration to introduce students to the concept of surface tension and relate it to their observations. The demonstration will involve dropping large paperclips into a glass filled with water and will extend students’ understanding of surface tension. I will demonstrate how surface tension allows the water to bulge up above the top of the glass without spilling out. 2.Studends will watch the vodcast titled “Milk Bubbles” found at: http://vodcast.web.de/channel/view/190-experiment-of-the-week/ They will view the1 minute and 57 second vodcast about surface tension. At the end of the vodcast, all children will have the opportunity to blow bubbles using a straw in a cup of milk to demonstrate surface tension. After the demonstration and vodcast, I will post and define the following terms on the “science word wall”. At this time students will enter the new science terms in their notebook glossary. I will encourage students to try a surface tension experiment at home. Also, I will provide students with a surface tension cartoon and the instructions for the experiment. Cartoon and instructions obtained from www.physics.org keywords: surface tension. For assessment purposes, I will record students’ contributions to the “L” portion of the KWL chart, as well as their claims and evidence postings. A volunteer will add this information to the wiki. **__ Introduction __** · We have learned that water acts differently on different surfaces like aluminum foil or a paper towel. Last week we talked about the fact that water does not have a shape. When run water out of a hose or a faucet it does not have a shape. We saw last week that each **drop or bead** of water does have a shape. It’s surface tension or the skin that forms on each drop or bead of water is called surface tension.
 * Students will be instructed to write “Claims and Evidence” on the next line in their notebooks.
 * I will explain to the class that they should use their evidence or the data collected from observations to create a claim, a true fact about the behavior of water on flat surfaces. I will state, “What do you claim to be true? How can you prove what you are stating? Back it up with evidence.”
 * The following format will be explained and posted on the board.
 * If students need help writing their claims and evidence, they will be referred to the prompts on the inside back cover.
 * Using the Popsicle sticks I will call on a few students to share their claim with evidence. The class will participate in a discussion of the different claims.
 * __ CONTENT BLAST! __**
 * ** Surface tension ** – the skin like surface on water (and other liquids) that pulls it together into the smallest possible area (sphere).
 * ** Dome ** – the shape a drop of water takes when it is on a flat surface.
 * To help illustrate further the concept of surface tension I will show pictures drops of water falling in mid air. This will allow students to see that surface tension causes water to form into spheres, not teardrops. I will also show video of a water strider walking on water and explain that surface tension allows the water strider to walk on the surface of the water. Images will be obtained online from www.images.google.com. Video obtained from UTube.com.
 * __ Closing Activities __**
 * Next students will be instructed to write “Conclusion” on the next line in their notebooks.
 * I will ask students to restate their focus question as a topic sentence. I will state, “At this point I want you all to think about your prediction, observations and claims. Use details from your claims and evidence (data) chart to answer the focus question. Every claim must be supported by evidence. Refer back to your prediction. Include a summary sentence that can be a restatement in different words of the topic sentence.”
 * To help students start their conclusion they will be referred to the prompts on inside back cover.
 * Students will be instructed to write their own conclusion in their notebooks.
 * I will conduct a brief discussion were several students will share their conclusions. The class will have the opportunity to respond to the conclusions presented by expressing if they agree or disagree with these conclusions and why.
 * We will add what students have learned to the L (What have we learned) part of the KWL chart, as well as to the class wiki.
 * __ Extension and Adaptation __**
 * Students will be instructed to write “New Questions / Next Steps in their notebooks.
 * To help students develop new questions or next steps to take, I will say, “You had an opportunity to see what surface tension looks like but now I want you to think about what you have learned and what else would you like to learn. Do you have any questions related to surface tension? What new questions do you have to extend your learning? What else would you like to investigate with these materials?”
 * To help students with this section they will be referred to the prompts on inside back cover.
 * Students will write new questions or possible actions to take in their notebooks.
 * __ Assessment __**
 * Lesson 6 – Water on a Slope, Part 1 **<span style="FONT-FAMILY: Arial; mso-bidi-font-size: 11.0pt; mso-bidi-font-weight: bold; mso-bidi-font-family: 'Times New Roman'">

· ** Brief Review: **  Questions from last week’s lesson will be posed to the children. Each group will have a chance to answer each question. If one group cannot answer the question, another group can try to answer it. If they answer correctly the group will be able to keep the card, on which the question is written. I will continue this for the next couple of weeks and the group with the most cards at the end will win.

· Ask the class: “What did we say the shape of water was?” Possible answers: circle, sphere. “What happened when we dropped water on top of a penny? What made the water form a dome on top of the penny? When we dropped water on a paper towel, the paper towel soaked it up, what do we call that?”

**__ Pre-Activity __** · Ask students if a raindrop lands in a stream going down a mountain, what will happen to the drop?” After drawing an illustration of a slide and picnic table, I will ask, “What will happen if a rain drop lands on the picnic table. If a raindrop lands in a stream going down a mountain, what will happen to the drop?” · Ask the class: “Have you ever noticed this? Sometimes we are thinking like a scientist without even knowing it! How can we figure out what makes water drops fall faster than other water drops? What is different about the slide? How can we investigate how drops or beads of water move? “
 * __ Goal __** : Students will be able to describe water as flowing downhill.

FOCUS QUESTION <span style="FONT-FAMILY: Arial; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Times; mso-bidi-font-family: 'Times New Roman'">
 * __ Activities/Writing Prompt __**
 * Hopefully, students will write something like “Why do some water drops fall faster than others?”
 * Post a **“Class Focus Question.”** Guide students to a question that is similar to: What makes one drop of water fall faster than another drop of water? Does water always flow downhill?”
 * __<span style="FONT-FAMILY: Arial; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Times; mso-bidi-font-family: 'Times New Roman'">PREDICTION / HYPOTHESIS __**
 * Have students skip a line and write “Prediction.”
 * // Say to students: “What do you think will happen?” //
 * // Choose a prompt // . “If I put small drops of water on the tray, they will fall faster if I add more books”.
 * Conduct a brief discussion. Call on several students directly to share their predictions. Ask students if they agree or disagree to cause them to respond to the predictions presented.

__ Demonstration __
I will move the students to one area and will be certain all can see as I demonstrate how to get water into the dropper. Then, I will demonstrate how to place one drop onto a surface, emphasizing the dropper needs to be held straight up and down. I will ask one student to model this procedure and a second student to restate the instructions. <span style="FONT-FAMILY: Arial; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Times; mso-bidi-font-family: 'Times New Roman'"> <span style="FONT-FAMILY: Arial; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Times; mso-bidi-font-family: 'Times New Roman'">
 * __<span style="FONT-FAMILY: Arial; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Times; mso-bidi-font-family: 'Times New Roman'">DATA / OBSERVATIONS __**
 * Hand out data organizer and ask students to paste in their science notebooks.
 * Explain to students how they will organize/record their observations. Record what happens when the drop of water is placed on the aluminum foil, wax paper, paper towel, and white paper. Add the information to each line on the data observation chart.
 * Refer students to prompts on inside back cover. Post on board.

Assessment
** Data/Observations How fast do the drops of water fall? ** **  Put an “X” in the box that water flowed the fastest. I will demonstrate this. ** || ** Medium Drops Speed ** || ** Large Drops Speed ** || ||  ||   ||  ||   ||   ||  ||   ||   ||
 * Small **
 * Slope Drop Speed ** ||
 * Slope Drop Speed ** ||
 * Low Slope **
 * (1 Book) ** ||
 * (1 Book) ** ||
 * Medium Slope (2 Books) ** ||
 * Medium Slope (2 Books) ** ||
 * High Slope is steep **
 * (3 Books) ** ||
 * (3 Books) ** ||

__ Introduction __
At the beginning of this class, students will review the information recorded during the previous lesson. They will be instructed to open their notebooks, turn and share, and read the focus question, prediction, planning/procedure, data collected. **__ Activities/Writing Prompt __**
 * __ Goal __** : Students will be able to describe water as flowing downhill.
 * __Pre-Activity__** **__ MAKING MEANING CONFERENCE __**
 * Students will examine their data/observations in the notebooks. They will turn to their neighbor and share their observations. I will ask them if they can make any “claims,” something they know to be true.
 * The reporter in each group will share their data/observations.

__CLAIMS AND EVIDENCE__
Claims || Evidence || I know this to be true (a fact) || Because I observed this || After the discussion of student claims, I will show students a picture of rain clouds over mountains. I will start a discussion in which students will describe the conditions represented in the pictures. I will ask students to describe what they think will happen to the water drops as they fall over the mountain and where will the water eventually accumulate. As the discussion develops the teacher will introduce the following vocabulary words and add them to the word wall. Next I will present students with different scenarios (in example light showers versus heavy rainstorm) and ask them to describe how the flow of water will change from one scenario to the next. I will help children understand that bigger domes of water will move down a slope at a faster rate than small domes. Finally I will introduce two more pictures. One picture will show mountains with a gently slope and the other one will show very steep mountains. I will ask students how will the slope of the mountain affect the flow of the water. Children will be expected to know that water flows faster down a steep slope. Pictures obtained online from www.images.google.com.
 * Students will be instructed to write “Claims and Evidence” on the next line in their notebooks.
 * I will explain to the class that they should use their evidence or the data collected from observations to create a claim, a true fact about the behavior of water on a slope. I will state, “What do you claim to be true? How can you prove what you are stating? Back it up with evidence.”
 * The following format will be explained and posted on the board.
 * If students need help writing their claims and evidence, they will be referred to the prompts on the inside back cover.
 * Using the Popsicle sticks I will call on a few students to share their claim with evidence. The class will participate in a discussion of the different claims.
 * __ CONTENT BLAST! __**
 * ** Slope ** – a slanted surface.
 * ** Flow ** – describes the movement of a liquid over a surface.
 * __ Closing Activities __**
 * Next students will be instructed to write “Conclusion” on the next line in their notebooks.
 * I will ask students to restate their focus question as a topic sentence. I will state, “At this point I want you all to think about your prediction, observations and claims. Use details from your claims and evidence (data) chart to answer the focus question. Every claim must be supported by evidence. Refer back to your prediction. Include a summary sentence that can be a restatement in different words of the topic sentence.”
 * To help students start their conclusion they will be referred to the prompts on inside back cover.
 * Students will be instructed to write their own conclusion in their notebooks.
 * I will conduct a brief discussion were several students will share their conclusions. The class will have the opportunity to respond to the conclusions presented by expressing if they agree or disagree with these conclusions and why.
 * Next we will add what the students have learned to the L (What have we learned) part of the KWL chart, as well as to the class wiki. New vocabulary words will be added to the wiki, also.
 * __ Assessment __**
 * __ NEW QUESTIONS / NEXT STEPS __**
 * Students will be instructed to write “New Questions / Next Steps in their notebooks.
 * To help students develop new questions or next steps to take, I will say, “You had an opportunity to see how water behaves when it is placed at the top of a slope but now I want you to think about what you have learned, and what else would you like to learn about the flow of water. Do you have any questions related to the flow of water? What new questions do you have to extend your learning? What else would you like to investigate with these materials?”
 * To help students with this section they will be referred to the prompts on inside back cover.
 * Students will write new questions or possible actions to take in their notebooks.
 * I will hand out and explain the Response Sheet- Water Observations, which students will complete at home for homework.

<span style="FONT-FAMILY: Arial; mso-bidi-font-size: 11.0pt; mso-bidi-font-weight: normal; mso-bidi-font-family: 'Times New Roman'">Lesson 8 Hot Water, Cold Water
__ **Goal:** <span style="FONT-WEIGHT: normal; TEXT-DECORATION: none; text-underline: none; mso-bidi-font-family: Arial">Students will understand that water expands when heat is added and contracts when heat is taken away. <span style="FONT-WEIGHT: normal; TEXT-DECORATION: none; text-underline: none; mso-bidi-font-family: Arial; mso-bidi-font-style: normal"> __ **__ Introduction __** · In the last few weeks, we have investigated some of the properties of water. We talked about the fact that water does not have a shape. When we run water out of a hose or a faucet it does not have a shape. But we saw last week that each **drop** or bead of water does have a shape and we now know that if we put water beads or drops on a sloped surface it falls in a down direction and that it flows faster if the drop is bigger and also flows faster if the slope is more slanted.

· I am the manager of the department that makes Hershey’s Kisses. Once the candy is made it sits out on a big counter. I have to make sure the candy does not get too hot, but all I have is a thermometer that all of the numbers have worn off, so I cannot read them anymore. How can I tell if the room temperature is getting warmer. Can anyone tell me how I can tell if the room’s temperature is getting cooler?
 * Brief Review Questions: ** “What happened when we dropped water on top of a penny?” “What made the water form a dome on top of the penny?” “When we dropped water on a paper towel, the paper towel soaked it up, what do we call that?” Does water fall faster when the slope it is on is higher (steeper)? Does water always flow down? “Do big drops of water fall faster than small drops of water?” “Name 2 properties of water?”

· Today we are going to work with water and its different temperatures. Water has different **properties** when it is heated and when it is cooled. “When water boils, is it hot or cold?” When you have a glass of water from your faucet at home, is it hot, cold, or room temperature?” Can anyone tell me what room temperature is? What is the temperature in the classroom now? Can anyone tell me what will happen to water when it is heated or cooled?” · “How can we find out what happens to water when it is heated or when it is cooled?” Guide students, if necessary, to boil water or use ice cubes to investigate water at different temperatures. **__ Pre-Activity __** **__ FOCUS QUESTION __** “ <span style="FONT-FAMILY: Arial; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Times; mso-bidi-font-family: 'Times New Roman'"> . **__ Activity __** I will move the students to one area and will be certain all can see as I demonstrate how to get water into the dropper. Then, I will demonstrate how to place one drop onto a surface, emphasizing the dropper needs to be held straight up and down. <span style="FONT-FAMILY: Arial; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Times; mso-bidi-font-family: 'Times New Roman'"> || ||  ||
 * Hopefully, students will write something like “What happens when water is heated?” ‘What happens when water is cooled?” “What happens to water when the temperature is changed?”
 * Post a **“Class Focus Question.”** Guide students to a question that is similar to “What happens to water when the temperature is heated? What happens to water when the temperature is cooled?”
 * __<span style="FONT-FAMILY: Arial; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Times; mso-bidi-font-family: 'Times New Roman'">PREDICTION / HYPOTHESIS __**
 * Have students skip a line and write “Prediction.”
 * // Say to students: “What do you think will happen?” //
 * ** Choose a prompt: ** “I think water will move when it is heated or cooled.”
 * Conduct a brief discussion. Call on several students directly to share their predictions. Ask students if they agree or disagree to cause them to respond to the predictions presented.
 * __<span style="FONT-FAMILY: Arial; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Times; mso-bidi-font-family: 'Times New Roman'">Assessment - DATA / OBSERVATIONS __**
 * Hand out data organizer and ask students to paste in their science notebooks.
 * Record what happens when the drop of water is placed on the aluminum foil, wax paper, paper towel, and white paper. Add the information to each line on the data observation chart.
 * Temperature What happened to the water ** ||
 * Water at room temperature ** ||
 * Water at room temperature ** ||
 * Water when it is heated ** ||
 * Water when it is heated ** ||
 * Water when it is cooled. ** ||
 * Water when it is cooled. ** ||
 * *Draw a picture of what happened when the water was heated. **
 * *Draw a picture of what happened when the water was cooled **.

__ Lesson 9 Water Conservation __
The podcast lasts approximately 50 minutes. We will stop listening after 20 minutes. Assessment: Written predictions will be scored as exceeding, meeting or not meeting grade level expectations.
 * Goal ** : Students will learn the potential problems we will face if water is not conserved.
 * Introduction ** : I will tell children that they will be listening to a podcast. The podcast is a story about water conservation and the main character is Jacob. The genre is adventure thriller and the story is set 400 years in the future. In the story, no drinkable water exists any longer, due to irresponsible human consumption. The voice they will hear in speaking with an English accent.
 * Pre-Activity: ** Students will be introduced to vocabulary words that they will hear in the podcast, titled “H2O: Futuristic Drama” written by Melonie Magruder. The words are: parched, hydro-scientist, quarantine, UV (ultra-violet), seltzer. We will discuss the meanings of these words and children will record notes. A volunteer will add these words to the class wiki.
 * Activity ** : Students will listen to the aforementioned podcast, found at: http://ia340935.us.archive.org/2/items/H2opodcast/h2o.mp3
 * Writing Assignment ** : Children will write a prediction about what they think will happen next.
 * Extension/Adaptation ** : Children will write their own unique ending to the podcast. Those who are unable to write their piece may tell an adult verbally.

__ Lesson 10 Water Conservation __ (cont.)

 * Goal:** Students will learn the potential problems we will face if water is not conserved.
 * Introduction ** : Children will talk in small groups about what happened in part one of the podcast that we listened to yesterday.
 * Pre-Activity ** : I will invite volunteers to read aloud their predictions from yesterday.
 * Activity ** : Listen to the remainder of the aforementioned podcast.
 * Writing Assignment ** : Prompt: What are three things that you can do today to prevent the world from becoming the way to was in “H2O: Futuristic Drama.” Children may discuss their ideas with a partner before writing. This writing piece will be published on the classroom blog. Children will be encouraged to comment on their peers’ ideas.
 * Assessment: ** More than three viable ideas will score an Exceeds; three ideas will score a Meets; less than three will score Approaching.

**__ Lesson 11 Summative (Post) Assessment __** Matching Multiple-Choice Short-Answers Performance *Because assessment of student learning is ongoing and constant, anecdotal notes recorded throughout the course of this unit will be used as an assessment tool. Also, postings on the class blog and wiki will be taken into consideration for content grades and participation grades. ||
 * Type of Assessment ** - Summative assessment will consist of academic prompts, and selected response (multiple-choice, and matching). The students’ knowledge, reasoning, and science process skills will be assessed.
 * Expectation for "Meets/Exceeds the Standard." ** To meet or exceed the standard, the learner will need to obtain at least a total score of 75 or above.
 * The Task and Learner’s Response to Task ** Teacher: Through investigations you all had an opportunity to learn about the different properties of water. Before you start we will go over the KWL chart to review what we have learned. Also, for review purposes, we will visit the wiki and volunteers will read the wikitext.
 * Accommodations for Diverse Learners ** – To accommodate diverse learners, a variety of assessment types are included.