Observation Deck
CHANGING HOW WE VIEW OUR NATURAL RESOURCES 5TH & 6TH GRADE Observation Deck | S.T.E.M.
BEFORE YOU GO…
Essential Question: Does our view of natural resources affect how we use them? Water on Earth moves between the oceans and land through the processes of evaporation and condensation. • As a basis for understanding this concept, have a class discussion about how most of Earth’s water is present as salt water in the oceans, which cover most of Earth’s surface. • In an experiment, students will add heat and remove heat to understand that when liquid water evaporates, it turns into water vapor in the air and can reappear as a liquid when cooled or as a solid if cooled below the freezing point of water. • Have students investigate the water cycle in order to understand the water cycle process and to grasp that water vapor moves from one place to another and can form fog or clouds, which are tiny droplets of water or ice, and can fall to Earth as rain, hail, sleet, or snow. Use a heat source, such as a lamp, in the investigation to model how the sun is the driving force of the cycle. • Discuss the fact that the amount of fresh water located in rivers, lakes, underground sources, and glaciers is limited and that its availability can be extended by recycling and decreasing the use of water. • Research the origin of the water used by local communities.
WHILE YOU’RE THERE… MATERIALS Science Notebooks Pencil Digital Camera
Once you arrive on the observation deck, students should begin looking for evidence of the water cycle in their city. • Are there natural resources that the community uses as a water source? • Do they see evidence of water being collected, stored, and used/reused? • Is there a part of the water cycle that isn’t being collected? Do they have to wait until there is precipitation? • If the students have electronic devices, encourage them to snap photographs of any evidence that they see of the water cycle. • Do you see ways that water is being wasted? Students will use their science notebooks to write down observations and illustrate diagrams of what they observe.
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CHANGING HOW WE VIEW OUR NATURAL RESOURCES 5TH & 6TH GRADE Observation Deck | S.T.E.M.
WHEN YOU RETURN… Once you return from your field trip, students will begin the engineering process to design a model that answers the question: Can you find a new way to collect, store, and reuse water? How will your design change the way others view our natural resource? Using their notes, students will begin working through the engineering process. Please note that this process works in a fluid motion. Engineers are constantly working to improve their ideas. Therefore, designers (engineers and students) may work through all of these steps over and over. This process could go on for a very long time depending on the depth and complexity of their designs. The time given to the students is completely up to the teacher. The process is not necessarily circular. Makers can bounce back and forth between the stages.
Ask/Figure out the Problem:
Can you find a new way to collect, store, and reuse water? Does it make a difference which stage of the water cycle your collection comes from? What materials are you going to use? How will your design change the way others view our natural resource? How will you measure how much water you collect, store and reuse? How will you display the volume of water that your design is able to collect?
Come Up With A Plan:
In their notebook, students will use their knowledge of how their city uses water, the water cycle, and the effects of changes over time to natural resources to illustrate and label a diagram of a model that can collect, store, and reuse water.
Make a Model of Your Plan:
Students will create a working, 3D model of their plan. Students may need to collect recyclable materials or bring in other materials they would like to use on their project.
LEARNING STANDARDS Science Grade 5: ESS2.C, ESS3.C Science Grade 6: ESS2.C Math Grades 5 & 6: 5.MD.5, 6G
Test Your Model:
Students will present their idea and classmates will give feedback. Students will test their 3D Model to see if they have found a solution to their problem. (This may take some time due to needing to collect water.)
02
CHANGING HOW WE VIEW OUR NATURAL RESOURCES
SNAPSHOT VIEW Talk about ways you could change the way your family or classroom looks at water. Can you find a way to work together to conserve your resources? Students and observe and answer the following questions: Can you find natural resources that you didn’t realize were so close to you? What examples of the water cycle in action can you observe?
5TH & 6TH GRADE
How does the water in the atmosphere change your view from the observation deck?
Observation Deck | S.T.E.M.
LEARNING STANDARDS Science Grade 5: ESS2.C, ESS3.C Science Grade 6: ESS2.C Math Grades 5 & 6: 5.MD.5, 6G
03
BEFORE YOU GO…
Essential Question: Does our view of natural resources affect how we use them? Water on Earth moves between the oceans and land through the processes of evaporation and condensation. • As a basis for understanding this concept, have a class discussion about how most of Earth’s water is present as salt water in the oceans, which cover most of Earth’s surface. • In an experiment, students will add heat and remove heat to understand that when liquid water evaporates, it turns into water vapor in the air and can reappear as a liquid when cooled or as a solid if cooled below the freezing point of water. • Have students investigate the water cycle in order to understand the water cycle process and to grasp that water vapor moves from one place to another and can form fog or clouds, which are tiny droplets of water or ice, and can fall to Earth as rain, hail, sleet, or snow. Use a heat source, such as a lamp, in the investigation to model how the sun is the driving force of the cycle. • Discuss the fact that the amount of fresh water located in rivers, lakes, underground sources, and glaciers is limited and that its availability can be extended by recycling and decreasing the use of water. • Research the origin of the water used by local communities.
WHILE YOU’RE THERE… MATERIALS Science Notebooks Pencil Digital Camera
Once you arrive on the observation deck, students should begin looking for evidence of the water cycle in their city. • Are there natural resources that the community uses as a water source? • Do they see evidence of water being collected, stored, and used/reused? • Is there a part of the water cycle that isn’t being collected? Do they have to wait until there is precipitation? • If the students have electronic devices, encourage them to snap photographs of any evidence that they see of the water cycle. • Do you see ways that water is being wasted? Students will use their science notebooks to write down observations and illustrate diagrams of what they observe.
01
CHANGING HOW WE VIEW OUR NATURAL RESOURCES 5TH & 6TH GRADE Observation Deck | S.T.E.M.
WHEN YOU RETURN… Once you return from your field trip, students will begin the engineering process to design a model that answers the question: Can you find a new way to collect, store, and reuse water? How will your design change the way others view our natural resource? Using their notes, students will begin working through the engineering process. Please note that this process works in a fluid motion. Engineers are constantly working to improve their ideas. Therefore, designers (engineers and students) may work through all of these steps over and over. This process could go on for a very long time depending on the depth and complexity of their designs. The time given to the students is completely up to the teacher. The process is not necessarily circular. Makers can bounce back and forth between the stages.
Ask/Figure out the Problem:
Can you find a new way to collect, store, and reuse water? Does it make a difference which stage of the water cycle your collection comes from? What materials are you going to use? How will your design change the way others view our natural resource? How will you measure how much water you collect, store and reuse? How will you display the volume of water that your design is able to collect?
Come Up With A Plan:
In their notebook, students will use their knowledge of how their city uses water, the water cycle, and the effects of changes over time to natural resources to illustrate and label a diagram of a model that can collect, store, and reuse water.
Make a Model of Your Plan:
Students will create a working, 3D model of their plan. Students may need to collect recyclable materials or bring in other materials they would like to use on their project.
LEARNING STANDARDS Science Grade 5: ESS2.C, ESS3.C Science Grade 6: ESS2.C Math Grades 5 & 6: 5.MD.5, 6G
Test Your Model:
Students will present their idea and classmates will give feedback. Students will test their 3D Model to see if they have found a solution to their problem. (This may take some time due to needing to collect water.)
02
CHANGING HOW WE VIEW OUR NATURAL RESOURCES
SNAPSHOT VIEW Talk about ways you could change the way your family or classroom looks at water. Can you find a way to work together to conserve your resources? Students and observe and answer the following questions: Can you find natural resources that you didn’t realize were so close to you? What examples of the water cycle in action can you observe?
5TH & 6TH GRADE
How does the water in the atmosphere change your view from the observation deck?
Observation Deck | S.T.E.M.
LEARNING STANDARDS Science Grade 5: ESS2.C, ESS3.C Science Grade 6: ESS2.C Math Grades 5 & 6: 5.MD.5, 6G
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