Natural Resources: Water - DocumentCloud
Grade 2 Science Unit: 04 Lesson: 03 Suggested Duration: 4 days
Natural Resources: Water Lesson Synopsis: During this lesson, students will identify and explore the properties of fresh and salt water. They will review the natural sources of water and explore the physical properties, as well as how fresh and salt water support organisms.
TEKS: 2.7 2.7B
Earth and space. The student knows that the natural world includes earth materials. The student is expected to: Identify and compare the properties of natural sources of freshwater and saltwater.
Scientific Process TEKS: 2.1
Scientific investigation and reasoning. The student conducts classroom and outdoor investigations following home and school safety procedures. The student is expected to:
2.1A
Identify and demonstrate safe practices as described in the Texas Safety Standards during classroom and outdoor investigations, including wearing safety goggles, washing hands, and using materials appropriately. 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.
2.1C 2.2 2.2D
Scientific investigation and reasoning. The student develops abilities necessary to do scientific inquiry in classroom and outdoor investigations. The student is expected to: Record and organize data using pictures, numbers, and words.
GETTING READY FOR INSTRUCTION Performance Indicator(s): •
Using a physical map of the United States, identify several different sources of fresh water and salt water by labeling these sources on the map. Compare the properties (smell, taste, feel, items sink or float, how they support plant and animal life) of fresh and salt water using a Venn diagram to record the information in pictures and words. (2.2D; 2.7B) 1C; 5B
Key Understandings and Guiding Questions: • •
Water comes from natural sources on Earth. — What are the main sources of salt water on the Earth? — What are the main sources of fresh water on the Earth? Freshwater and salt water have different properties. — What are some properties of fresh water? — What are some properties of salt water?
Vocabulary of Instruction: • • • • • •
water fresh water salt water smell taste feel
• • • • • •
support plant life animal life marine/ocean organisms natural resource
• • • •
river stream pond lake
Materials: Refer to Notes for Teacher section for materials.
Attachments: • •
Optional Teacher Resource: Rainwater Barrels for Collecting and Conserving Water Optional Handout: Properties of Freshwater and Saltwater (1 per student)
©2012, TESCCC
06/11/13
page 1 of 5
Third Grade / Science Unit: 08 Lesson: 01
• • • • •
Handout: Freshwater and Saltwater Booklet (1 per student) Teacher Resource: Freshwater and Saltwater Booklet KEY Optional Handout: Comparing the Properties of Freshwater and Saltwater (1 per student) Teacher Resource: Comparing the Properties of Freshwater and Saltwater SAMPLE KEY Teacher Resource: Performance Indicator Instructions KEY
Advance Preparation: 1. Collect enough maps (of Texas, the USA, or the world) for each small group of four students to receive one. 2. Gather the containers for the float/sink activity. Each group of four students will need two containers. Label one “A” and the other “B”. One will have fresh water, and one will have salt water. The proportion of salt: water in the saltwater container will depend on the size of the container used. You should mix in salt (kosher or pickling works best) until a saturated solution is reached (about 4 ½ cups warm water with 1 cup salt). 3. Assemble the bags of objects so that they are ready for distribution. Some items should float in both containers, and some should float only in salt water (A potato will sink in fresh water and float in salt water.), and some items should sink in both containers. In addition, have paper towels ready in case of spills. 4. Optional: Choose a book comparing freshwater to saltwater. 5. Prepare attachment(s) as necessary.
Background Information: This lesson addresses identifying and demonstrating how to use and conserve water. In addition, students will compare natural sources of water in order to reinforce their understanding of the natural world and its changes. During this lesson, students should gain a deeper understanding of where our water comes from. Also, students will identify and compare the properties of natural sources of freshwater and saltwater. Furthermore, students have the opportunity to extend their understanding of water resources and how they can become responsible stewards of the environment. After this unit, students will make informed choices in the use and conservation of natural resources.
GETTING READY FOR INSTRUCTION SUPPLEMENTAL PLANNING DOCUMENT Instructors are encouraged to supplement and substitute resources, materials, and activities to differentiate instruction to address the needs of learners. The Exemplar Lessons are one approach to teaching and reaching the Performance Indicators and Specificity in the Instructional Focus Document for this unit. Instructors are encouraged to create original lessons using the Content Creator in the Tools Tab located at the top of the page. All originally authored lessons can be saved in the “My CSCOPE” Tab within the “My Content” area.
INSTRUCTIONAL PROCEDURES Instructional Procedures
Notes for Teacher
ENGAGE – Looking at Maps
NOTE: 1 Day = 50 minutes Suggested Day 1
1. Distribute a map (of Texas, USA, or world) to each group of four students. Allow a few minutes for students to acquaint themselves with the map. You may want to direct students to observe the map for “sources of water”. 2. Ask: • How do you know where water sources are located on a map? Allow time for students to share their thinking/observations. • What are some types of natural sources of water? Although this is a review of the Kindergarten and Grade 1 TEKS, allow time for students to share their thinking. • What are the main sources of salt water on the Earth? (The ocean is the main source of salt water on the Earth. There are a few lakes that are also salt water sources.) • What are the main sources of fresh water on the Earth? (The main source of fresh water on Earth is actually glaciers and icecaps. Ground water accounts for the next greatest amount of fresh water. Of the fresh water found on the surface of the Earth, lakes account for the most, and then swamps, rivers, and streams.) © 2008, TESCCC
Revised 09/29/08
Materials: • map (of Texas, USA, or world, see Advance Preparation, 1 per group) Attachments: • Optional Teacher Resource: Rainwater Barrels for Collecting and Conserving Water Instructional Notes: http://www.nationalatlas.gov/printable/im ages/pdf/outline/coasts_boundaries(u).p df is a source for maps. The Engage lesson aligns with Social Studies TEKS 2.6A- to identify major bodies of water. page 2 of 5
Third Grade / Science Unit: 08 Lesson: 01
Instructional Procedures
Notes for Teacher
•
What are some ways we use water? Answers will vary. This is a review of a concept that students have been taught previously. • What are some ways we can conserve water? Answers will vary, but may include taking shorter showers, turning off water when brushing teeth or washing hands, and watering yards by hand.
3. Facilitate a discussion: • In a previous lesson we talked about “conserving resources”. Water is a very important natural resource. • Why is it important to conserve resources? Students should be able to remember that we conserve resources because they are in limited supply. Once we run out, there are no more. • You have described some ways to conserve water inside the house, such as turning off the water when you brush your teeth. There is another way we can demonstrate the conservation of water, and this is through collecting rainwater. When it rains, the water falls on the roof and runs into rain gutters. The rainspouts flow into a barrel. The barrel can be pretty much any plastic container. The water collected in these barrels can be used to water plants in a yard. In some places people collect and purify, or clean, the water so it is safe to drink.
The rainwater harvesting activity helps students understand the concept of the accumulating and storing of rainwater for later reuse.
Science Notebooks: Students should record their reflections in the science notebook.
4. Students should have the opportunity to reflect on the questions from above and record in their science notebook using pictures and words, and they should draw an illustration to represent the natural sources of water including streams, lakes, and oceans. In addition, they should have the opportunity to draw ways that water can be conserved.
EXPLORE – Properties of Freshwater and Saltwater 1. Have small bags of objects ready for distribution- some items should float in both samples of water, some should float only in salt water, and some items should sink in both samples of water. Have paper towels ready in case of spills. 2. Review the five senses: sight, hearing, smelling, tasting, and touch. Our five senses are the observational tools we use in order to describe some of the properties an object or substance has so that we may identify that object or substance. It is up to the teacher if they want students to taste the water. 3. Instruct students to create a graphic organizer in their notebooks to record their observations. A sample (only a suggestion) is shown in lab set-up to the right. 4. Allow time for students to create this chart, or distribute the Optional Handout: Properties of Freshwater and Saltwater. As students are creating the chart, model how information will be recorded. 5. Review any classroom management or safety rules you think are applicable. NOTE: The students should only taste the water when supervised by the teacher. This may need to be set up as a separate station. One method is to have a cup of fresh water (“A”) and a cup of salty water (“B”) and provide students with cotton swabs for tasting. Either provide two swabs per student, or carefully watch as students dip a DIFFERENT end into each of the cups. 6. Provide each group with a (plastic) container filled with fresh water and a similar container filled with salt water (see Advance Preparation). Have the © 2008, TESCCC
Revised 09/29/08
Suggested Days 2 and 3
Materials: • objects (that float and sink, see Advance Preparation, per group) • containers (small, labeled “A” and “B”, see Advance Preparation, 2 per group) • paper towels (per group) • salt (kosher or pickling, see Advance Preparation, per group) • crayons or colored pencils (per group) Attachments: • Optional Handout: Properties of Freshwater and Saltwater (1 per student)
Safety Notes: Students should not taste the water from a community supply. The teacher should supervise this portion of the activity. A cotton swab should be used for tasting the salt water. page 3 of 5
Third Grade / Science Unit: 08 Lesson: 01
Instructional Procedures
Notes for Teacher
containers labeled as “A” and “B”. 7. Say: • Your group will have the opportunity to identify and compare the properties of the water in the containers. You will be observing how each sample looks, how they smell (Demonstrate how to “waft” to determine aromas.), how they feel, and whether or not an item sinks or floats. (Only say this if you are having students taste the water.) • In addition, you will determine the taste of each water sample. This station will be supervised by me. • Are there any questions about what you are going to do? Answer any student questions.
Instructional Notes: When making the salt water, use kosher salt if possible. If you use iodized table salt, the water will be cloudy (see next page). Example: Observations
“A”
“B”
How the water: Looks Smells
8. Encourage students to complete the “look”, “smell”, and “feel” portion of their charts before beginning the sink/float portion.
Feels
9. Distribute bags of materials, and allow students to explore.
Tastes Items that float Items that sink
EXPLORE/EXPLAIN – A literature connection
Suggested Day 3 (continued)
1. Looking at plant and animal life in fresh water and salt water is the focus of the literature connection. 2. Distribute the Handout: Freshwater and Saltwater Booklet to students. Optional: Choose a book comparing freshwater to saltwater. 3. Read the book together, discussing the vocabulary in the booklet as well as the plants and animals mentioned. 4. Ask: • What are some organisms, plants and animals, you might find in the ocean? Answers will vary but may include: fish, whales, penguins, starfish, kelp, seaweed, oysters, clams, and crabs. • What are some organisms, plants and animals, you might find in a stream, a river, pond, or lake? Answers will vary but may include: frogs, trout, caiman, salamander, algae, reeds, cattails, turtles, heron, ducks, and crawfish. • What is the main difference between the ocean and a river? The ocean has salt water, and a river has little to no salts in it.
Materials: • book (comparing freshwater to saltwater, 1 per class) – Optional Attachments: • Handout: Freshwater and Saltwater Booklet (1 per student) • Teacher Resource: Freshwater and Saltwater Booklet KEY Instructional Notes: As you are reading the booklet together, discuss the vocabulary words that have been bolded. In addition, talk about the variety of plants and animals that are found in freshwater and saltwater.
5. Refer students back to the previous activity: “Properties of Freshwater and Saltwater”. Provide students the opportunity to explain what they have learned about the differences between freshwater and saltwater. Can they identify the difference between the two containers of water? Can they identify where they could find these different types of water (natural sources)?
EVALUATE – Performance Indicator Performance Indicator • Using a physical map of the United States, identify several different sources of fresh water and salt water by labeling these sources on the © 2008, TESCCC
Revised 09/29/08
Check for Understanding
Suggested Day 4 Attachments: • Optional Handout: Comparing the Properties of Freshwater and page 4 of 5
Third Grade / Science Unit: 08 Lesson: 01
Instructional Procedures
Notes for Teacher
map. Compare the properties (smell, taste, feel, items sink or float, how they support plant and animal life) of fresh and salt water using a Venn diagram to record the information in pictures and words. (2.2D; 2.7B) 1C; 5B 1. Refer to the Teacher Resource: Performance Indicator Instructions KEY for information on administering the assessment.
© 2008, TESCCC
Revised 09/29/08
• •
Saltwater (1 per student) Teacher Resource: Comparing the Properties of Freshwater and Saltwater SAMPLE KEY Teacher Resource: Performance Indicator Instructions KEY
page 5 of 5
Natural Resources: Water Lesson Synopsis: During this lesson, students will identify and explore the properties of fresh and salt water. They will review the natural sources of water and explore the physical properties, as well as how fresh and salt water support organisms.
TEKS: 2.7 2.7B
Earth and space. The student knows that the natural world includes earth materials. The student is expected to: Identify and compare the properties of natural sources of freshwater and saltwater.
Scientific Process TEKS: 2.1
Scientific investigation and reasoning. The student conducts classroom and outdoor investigations following home and school safety procedures. The student is expected to:
2.1A
Identify and demonstrate safe practices as described in the Texas Safety Standards during classroom and outdoor investigations, including wearing safety goggles, washing hands, and using materials appropriately. 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.
2.1C 2.2 2.2D
Scientific investigation and reasoning. The student develops abilities necessary to do scientific inquiry in classroom and outdoor investigations. The student is expected to: Record and organize data using pictures, numbers, and words.
GETTING READY FOR INSTRUCTION Performance Indicator(s): •
Using a physical map of the United States, identify several different sources of fresh water and salt water by labeling these sources on the map. Compare the properties (smell, taste, feel, items sink or float, how they support plant and animal life) of fresh and salt water using a Venn diagram to record the information in pictures and words. (2.2D; 2.7B) 1C; 5B
Key Understandings and Guiding Questions: • •
Water comes from natural sources on Earth. — What are the main sources of salt water on the Earth? — What are the main sources of fresh water on the Earth? Freshwater and salt water have different properties. — What are some properties of fresh water? — What are some properties of salt water?
Vocabulary of Instruction: • • • • • •
water fresh water salt water smell taste feel
• • • • • •
support plant life animal life marine/ocean organisms natural resource
• • • •
river stream pond lake
Materials: Refer to Notes for Teacher section for materials.
Attachments: • •
Optional Teacher Resource: Rainwater Barrels for Collecting and Conserving Water Optional Handout: Properties of Freshwater and Saltwater (1 per student)
©2012, TESCCC
06/11/13
page 1 of 5
Third Grade / Science Unit: 08 Lesson: 01
• • • • •
Handout: Freshwater and Saltwater Booklet (1 per student) Teacher Resource: Freshwater and Saltwater Booklet KEY Optional Handout: Comparing the Properties of Freshwater and Saltwater (1 per student) Teacher Resource: Comparing the Properties of Freshwater and Saltwater SAMPLE KEY Teacher Resource: Performance Indicator Instructions KEY
Advance Preparation: 1. Collect enough maps (of Texas, the USA, or the world) for each small group of four students to receive one. 2. Gather the containers for the float/sink activity. Each group of four students will need two containers. Label one “A” and the other “B”. One will have fresh water, and one will have salt water. The proportion of salt: water in the saltwater container will depend on the size of the container used. You should mix in salt (kosher or pickling works best) until a saturated solution is reached (about 4 ½ cups warm water with 1 cup salt). 3. Assemble the bags of objects so that they are ready for distribution. Some items should float in both containers, and some should float only in salt water (A potato will sink in fresh water and float in salt water.), and some items should sink in both containers. In addition, have paper towels ready in case of spills. 4. Optional: Choose a book comparing freshwater to saltwater. 5. Prepare attachment(s) as necessary.
Background Information: This lesson addresses identifying and demonstrating how to use and conserve water. In addition, students will compare natural sources of water in order to reinforce their understanding of the natural world and its changes. During this lesson, students should gain a deeper understanding of where our water comes from. Also, students will identify and compare the properties of natural sources of freshwater and saltwater. Furthermore, students have the opportunity to extend their understanding of water resources and how they can become responsible stewards of the environment. After this unit, students will make informed choices in the use and conservation of natural resources.
GETTING READY FOR INSTRUCTION SUPPLEMENTAL PLANNING DOCUMENT Instructors are encouraged to supplement and substitute resources, materials, and activities to differentiate instruction to address the needs of learners. The Exemplar Lessons are one approach to teaching and reaching the Performance Indicators and Specificity in the Instructional Focus Document for this unit. Instructors are encouraged to create original lessons using the Content Creator in the Tools Tab located at the top of the page. All originally authored lessons can be saved in the “My CSCOPE” Tab within the “My Content” area.
INSTRUCTIONAL PROCEDURES Instructional Procedures
Notes for Teacher
ENGAGE – Looking at Maps
NOTE: 1 Day = 50 minutes Suggested Day 1
1. Distribute a map (of Texas, USA, or world) to each group of four students. Allow a few minutes for students to acquaint themselves with the map. You may want to direct students to observe the map for “sources of water”. 2. Ask: • How do you know where water sources are located on a map? Allow time for students to share their thinking/observations. • What are some types of natural sources of water? Although this is a review of the Kindergarten and Grade 1 TEKS, allow time for students to share their thinking. • What are the main sources of salt water on the Earth? (The ocean is the main source of salt water on the Earth. There are a few lakes that are also salt water sources.) • What are the main sources of fresh water on the Earth? (The main source of fresh water on Earth is actually glaciers and icecaps. Ground water accounts for the next greatest amount of fresh water. Of the fresh water found on the surface of the Earth, lakes account for the most, and then swamps, rivers, and streams.) © 2008, TESCCC
Revised 09/29/08
Materials: • map (of Texas, USA, or world, see Advance Preparation, 1 per group) Attachments: • Optional Teacher Resource: Rainwater Barrels for Collecting and Conserving Water Instructional Notes: http://www.nationalatlas.gov/printable/im ages/pdf/outline/coasts_boundaries(u).p df is a source for maps. The Engage lesson aligns with Social Studies TEKS 2.6A- to identify major bodies of water. page 2 of 5
Third Grade / Science Unit: 08 Lesson: 01
Instructional Procedures
Notes for Teacher
•
What are some ways we use water? Answers will vary. This is a review of a concept that students have been taught previously. • What are some ways we can conserve water? Answers will vary, but may include taking shorter showers, turning off water when brushing teeth or washing hands, and watering yards by hand.
3. Facilitate a discussion: • In a previous lesson we talked about “conserving resources”. Water is a very important natural resource. • Why is it important to conserve resources? Students should be able to remember that we conserve resources because they are in limited supply. Once we run out, there are no more. • You have described some ways to conserve water inside the house, such as turning off the water when you brush your teeth. There is another way we can demonstrate the conservation of water, and this is through collecting rainwater. When it rains, the water falls on the roof and runs into rain gutters. The rainspouts flow into a barrel. The barrel can be pretty much any plastic container. The water collected in these barrels can be used to water plants in a yard. In some places people collect and purify, or clean, the water so it is safe to drink.
The rainwater harvesting activity helps students understand the concept of the accumulating and storing of rainwater for later reuse.
Science Notebooks: Students should record their reflections in the science notebook.
4. Students should have the opportunity to reflect on the questions from above and record in their science notebook using pictures and words, and they should draw an illustration to represent the natural sources of water including streams, lakes, and oceans. In addition, they should have the opportunity to draw ways that water can be conserved.
EXPLORE – Properties of Freshwater and Saltwater 1. Have small bags of objects ready for distribution- some items should float in both samples of water, some should float only in salt water, and some items should sink in both samples of water. Have paper towels ready in case of spills. 2. Review the five senses: sight, hearing, smelling, tasting, and touch. Our five senses are the observational tools we use in order to describe some of the properties an object or substance has so that we may identify that object or substance. It is up to the teacher if they want students to taste the water. 3. Instruct students to create a graphic organizer in their notebooks to record their observations. A sample (only a suggestion) is shown in lab set-up to the right. 4. Allow time for students to create this chart, or distribute the Optional Handout: Properties of Freshwater and Saltwater. As students are creating the chart, model how information will be recorded. 5. Review any classroom management or safety rules you think are applicable. NOTE: The students should only taste the water when supervised by the teacher. This may need to be set up as a separate station. One method is to have a cup of fresh water (“A”) and a cup of salty water (“B”) and provide students with cotton swabs for tasting. Either provide two swabs per student, or carefully watch as students dip a DIFFERENT end into each of the cups. 6. Provide each group with a (plastic) container filled with fresh water and a similar container filled with salt water (see Advance Preparation). Have the © 2008, TESCCC
Revised 09/29/08
Suggested Days 2 and 3
Materials: • objects (that float and sink, see Advance Preparation, per group) • containers (small, labeled “A” and “B”, see Advance Preparation, 2 per group) • paper towels (per group) • salt (kosher or pickling, see Advance Preparation, per group) • crayons or colored pencils (per group) Attachments: • Optional Handout: Properties of Freshwater and Saltwater (1 per student)
Safety Notes: Students should not taste the water from a community supply. The teacher should supervise this portion of the activity. A cotton swab should be used for tasting the salt water. page 3 of 5
Third Grade / Science Unit: 08 Lesson: 01
Instructional Procedures
Notes for Teacher
containers labeled as “A” and “B”. 7. Say: • Your group will have the opportunity to identify and compare the properties of the water in the containers. You will be observing how each sample looks, how they smell (Demonstrate how to “waft” to determine aromas.), how they feel, and whether or not an item sinks or floats. (Only say this if you are having students taste the water.) • In addition, you will determine the taste of each water sample. This station will be supervised by me. • Are there any questions about what you are going to do? Answer any student questions.
Instructional Notes: When making the salt water, use kosher salt if possible. If you use iodized table salt, the water will be cloudy (see next page). Example: Observations
“A”
“B”
How the water: Looks Smells
8. Encourage students to complete the “look”, “smell”, and “feel” portion of their charts before beginning the sink/float portion.
Feels
9. Distribute bags of materials, and allow students to explore.
Tastes Items that float Items that sink
EXPLORE/EXPLAIN – A literature connection
Suggested Day 3 (continued)
1. Looking at plant and animal life in fresh water and salt water is the focus of the literature connection. 2. Distribute the Handout: Freshwater and Saltwater Booklet to students. Optional: Choose a book comparing freshwater to saltwater. 3. Read the book together, discussing the vocabulary in the booklet as well as the plants and animals mentioned. 4. Ask: • What are some organisms, plants and animals, you might find in the ocean? Answers will vary but may include: fish, whales, penguins, starfish, kelp, seaweed, oysters, clams, and crabs. • What are some organisms, plants and animals, you might find in a stream, a river, pond, or lake? Answers will vary but may include: frogs, trout, caiman, salamander, algae, reeds, cattails, turtles, heron, ducks, and crawfish. • What is the main difference between the ocean and a river? The ocean has salt water, and a river has little to no salts in it.
Materials: • book (comparing freshwater to saltwater, 1 per class) – Optional Attachments: • Handout: Freshwater and Saltwater Booklet (1 per student) • Teacher Resource: Freshwater and Saltwater Booklet KEY Instructional Notes: As you are reading the booklet together, discuss the vocabulary words that have been bolded. In addition, talk about the variety of plants and animals that are found in freshwater and saltwater.
5. Refer students back to the previous activity: “Properties of Freshwater and Saltwater”. Provide students the opportunity to explain what they have learned about the differences between freshwater and saltwater. Can they identify the difference between the two containers of water? Can they identify where they could find these different types of water (natural sources)?
EVALUATE – Performance Indicator Performance Indicator • Using a physical map of the United States, identify several different sources of fresh water and salt water by labeling these sources on the © 2008, TESCCC
Revised 09/29/08
Check for Understanding
Suggested Day 4 Attachments: • Optional Handout: Comparing the Properties of Freshwater and page 4 of 5
Third Grade / Science Unit: 08 Lesson: 01
Instructional Procedures
Notes for Teacher
map. Compare the properties (smell, taste, feel, items sink or float, how they support plant and animal life) of fresh and salt water using a Venn diagram to record the information in pictures and words. (2.2D; 2.7B) 1C; 5B 1. Refer to the Teacher Resource: Performance Indicator Instructions KEY for information on administering the assessment.
© 2008, TESCCC
Revised 09/29/08
• •
Saltwater (1 per student) Teacher Resource: Comparing the Properties of Freshwater and Saltwater SAMPLE KEY Teacher Resource: Performance Indicator Instructions KEY
page 5 of 5
