Science Lesson Plans developed after Sept. 99 at ECSU, EDU 360 and EDU 553

Paula M. Walker
Eastern Connecticut State University
Developed for EDU 553
Lesson Plans on Water and Clouds – 3rd – 4th Grade Level

Lesson 1 – Water

Objectives
As a part of a larger unit on weather, this lesson focuses on clouds. The students will learn that water is needed for the survival of all living things.

Concepts
Start with a discussion about water and its many forms:
Water is constantly being recycled in the water cycle, through evaporation and condensation. You have to understand that water comes in different forms, or states of matter. There’s liquid water, solid water (ice), and water as a gas (water vapor).

Materials
Glass of water, empty bottle, funnel, small ruler, rubber bands, frozen juice from concentrate, assorted fruit, journals, pencils.
Computer station with internet access, CD-ROM drive, and Microsoft Excel.

Question Prerequisite Concepts
The teacher will introduce the concept of the water cycle by showing the students a glass of water and asking open-ended questions.
1. Where does water come from?
2. What is it used for?

Book
Bringing the Rain to Kapiti Plain by Verna Aardema.

Activity
1. The students will set up an experiment that will continue for the entire length of the unit.
2. The students will build a Rain Collector to be placed outside. They will measure the amount of rain each week for five weeks.
a. Use two rubber bands to strap a small ruler to the side of a bottle.
b. Set the funnel in the top of the bottle.
c. Place the Rain Collector outside. Each time it rains, the students will write the amount in journals.
d. At the end of the five weeks, create a bar chart.
3. Students will explore chart development in Microsoft Excel.

Assessment
The students will write in their journals each week and predict how much rain will fall. Students were able to create bar charts using Microsoft Excel.

Lesson 2 – Clouds

Objective
As a part of a larger unit on weather, this lesson focuses on clouds. Students will learn the different types of clouds and how they are formed.

Prerequisite Concepts
Students should know what the word “weather” means and will have some knowledge of the kinds of weather conditions…sun, rain, wind.

Materials
Flashlight, black paper, matches, warm water, large jar, and plastic bag with ice.
Computer station with internet access, CD-ROM drive, and Microsoft Excel.

Activity
1. Ask students what clouds are, what they are made of, and ask how do they think clouds are formed? (Find out what they already know).
2. Tell the students they are going to pretend to make clouds. Take out the jar and ask one of the students to tape the black piece of paper onto one side of the jar. Ask another to pour the warm water into the jar until it is about one third full.
3. Light a match and hold it in the jar for a few seconds and then drop it in. Then have a student quickly cover the jar with the bag of ice.
4. Next, shine the flashlight on the jar while they are observing. They will see a small formation resembling a cloud.
5. Now the students will question what happened.

Question Sequence response
1. What did you see in the jar? a cloud
2. Where did the cloud come from? the water in the bottom of the jar
3. How did the warm water effect the cloud formation? it caused the water to evaporate and warmed the air, causing it to rise
4. What did the ice cubes do to help form the clouds? cooled the air and made the water vapor condense
5. What role did the match and its smoke play in the cloud formation? gave the water something to attach to
6. Now what would you say a cloud is made of? small drops of water
7. Ask a student to describe the process of cloud formation from what they have learned.

Assessment
Ask the students to draw a picture of how the cloud formed in the jar. Do they make the connection between warm and cool water and how it relates to the formation of clouds?

Resources
CD-ROMs:
Microsoft Encarta
Grolier’s Multimedia Encyclopedia
Software:
Microsoft Excel
Internet Access Software
Links about the weather:
http://www.excite.com/weather
http://www.weather.com

How is Water Used?
By Victoria Howard

Grade Level: grades 3-5

Subject:Observing and recording 5 different uses of water

Objectives:To have the students observe themselves and record how and why they use water throughout a day.The uses include drinking, cooking, cleaning, hygiene and fun.

Purpose:To make students aware of how water is a central part of our lives that we cannot live without.

Procedure:

1.Students will fill in the prediction section of the chart below in order to record their ideas of how they use water the most.

2.Students then tally on the chart each time they use water that day.They will stop after 12 tallies.

3.Students will count their tallies and evaluate the results as compared to their predictions.

4.We will compile a class graph on posterboard to compare the results as a group.

Assessment:Each student will write a paragraph to summarize this activity.They will also discuss their predictions as they compare to the actual results and talk about class results.

Water uses Prediction: # of times out of 12 you think you will use water Actual results: # of times you actually used water

Drinking

Cooking

Cleaning

Hygiene

Fun

Related Websites:

www.epa.gov/OGWDW/kids/cycle.html

www.airs.jpl.nasa.gov/html/edu/clouds/Water_cycle.html

www.ga.usgs.gov/edu/followdrip.html

www.faldo.atmos.uiuc.edu/w_unit/LESSONS/water.cycle.html

www.teachtsp.com/classrooom/scicourt/watercycle.html

Objectives: To have the students use different search engines to research the water cycle and be able to make an illustration of the process.

Purpose: To familiarize the students with the internet and various search engines.

Procedure:
1. Students log on to computers and follow instructions on how to get to Netscape.
2. They must use any five search engines to collect information
on the water cycle. (ex: yahoolagins, google, lycos, altavista)
3. They will compose a list of websites to be approved by the teacher. (Some suggestions below)
www.uen.org/utahlink/lp_res/TRB018.html
www.chias.org
www.ifmt.nf.ca/mi-net/activity/activity.htm
4. Students will illustrate the water cycle with labels and arrows and type a short paragraph on the illustrate.

Assessment: Students will be evaluated on their illustrations, labels, paragraphs, and presentation on their work to classmates.

Objectives: 1. Students will learn to calculate their daily calcium intake.
2’Students will develop a database by listing the calcium-containing foods consumed in a full day of meals and snacks.
3. Students will learn to use a Nutritional Web site that provides information
on the nutritional composition of foods. They will determine how much calcium is contained in each food item and total the results to get a precise daily intake total.

4. Students will determine how their daily total matches the recommended amount
for someone their age and sex.

Students will work with partners to develop their data base ,list,,
and analyze their calcium intake.

Procedures:
Students will research one of the web cites given to analyze their calcium intake.

Each group is asked to present a list of high calcium rich foods they recommend.

Students will share their findings and suggest how others can improve their calcium intake naturally rather than taking supplements..

2. To investigate one ingredient in an over the counter food supplement or dietary aid.
.
3.To use your computer and selected health sites to search and locate at least one research study on the chosen substance.

Introduction: Teacher will acquaint students with dietary aids and food supplements and provide statistics on consumption and costs .Student will be allowed to pick their own supplement to research.

Procedures: Students will work individually or with partner having the same interest.

Each team will have l0 minutes to make their presentation and give recommendations to the class.
Students must submit a written brief description of their findings.
Students should also search the FDA’s Web site(http://www.fda.gov) for the substance investigated. The student should describe any health warning or report on adverse effects

Closure: Students should discuss the products studied and determine their values.

OBJECTIVE:   To have students understand that food has nutritional value. Students will
                          understand the importance of choosing the right foods. What they eat is
                          related to how their bodies work and their body is better able to function
                          when they eat food with good nutritional value.

INITIATION:
? Have students compile a list of foods they eat on a regular basis, at least once a day or several times a week.
? Make a graph on the board listing the food groups as the categories and have students list their foods according to the food groups.

MATERIALS: CD ROM Game Pajama Sam 3, I Am What I Eat From My Head To My
Feet, paper, food pyramid and eating journals.

PROCEDURES:
? Review with the students nutritional information pertaining to the food groups
? Have students categorizes their list of foods into the food pyramid.
? Discuss with the class the nutritional value and importance to the human body.
? Make a connection to the nutritional value and how well the body works well properly ‘fueled.’

CLOSURE:     How well do we eat as a whole class?    Have students review the
                        information that they compiled on the board. Compare it to the food
                        pyramid and discuss what it is that students were eating and the benefits or
                       disadvantages of eating those foods.

ASSESSMENT: Were the students able to keep the discussion going with the
                             information we had discussed and reviewed?
                             Did the students have a better understanding of the nutritional value of
                             foods? Were students able to categorize the food into the food pyramid
                             and understand how to use it?

OBJECTIVE: Students will have a general understanding of the solar system. They will
                        learn how to position the planets in their proper order. Students will
                        explore Mars through a computer program and learn about its
                        characteristics and compare to Earth.

MATERIALS: CD ROM Program, Magic School Bus Lands On Mars, diagram of the
                         solar system, have books available on the solar system and Mars,
                         compare chart for students to complete on the differences and similarities
                         between Mars and Earth.

INITATION: Have students begin will a discussion about what they know about the
solar system. Do a KWL chart with the information.

PROCEDURES:
? Have students begin with a discussion about the planets.
? Students will then break up into groups and using the books and charts have students learn the names of the planets and where they are positioned next to each other.
? Give the students in the groups each a turn at the computer to review the CD game and discuss what they learned.

CLOSURE:
Have students share what they have learned and write the information into the chart during the discussion.

ASSESSMENT:
              Were the students able to communicate what they discovered or learned during
              their group time? Did most students contribute to the discussion, KWL chart
              and actively participate within their groups? Through teacher observation and
              through student discussion the teacher will be able to assess the students
              understanding.

Subject: Science
Topic: Actual shape of a raindrop/Misconception
Grade: 3
Time: 45 min
Date: 1/8/01

Materials: white paper, crayons, clears container, water, water faucet, raindrop and bubble photographs

Objectives:
1. Students will understand that the symbol of water droplets (pointed) is different from what real water droplets look like (rounded).
2. Students will be able to observe the shape of raindrops and answer questions based on what they saw.
3. Students will draw a new conclusion about the shape of a raindrop after observing what they saw.

Procedure
10 minutes- The teacher will begin by having the students draw raindrops on a piece of paper. After they are finished the teacher will ask the students what shape their raindrops are, and whether or not it is the right shape f all raindrops. The teacher will let the students draw their own conclusions.

15 minutes- The teacher will choose groups and then lead each group to a separate table where they will be observing the raindrops (water) that come out of a faucet, a picture of raindrops and bubbles, and a container full of water that has bubbles coming up from the bottom. The teacher will then facilitate a discussion based on what they observed.

10 minutes- The teacher will then give a brief lecture about the correct shape of raindrops.

10 minutes- The teacher will pass out a sheet with questions based on the observations the students did. The students will write the answers down and then discuss them as a class when everyone is done.

Materials:
Teacher- notes
Students- Balloons, salt, pepper, plastic rulers, cloth or wool, torn up pieces of paper, paper plates, question sheets

Objectives
1. The students will be able to demonstrate how electricity works by using the items provided under student materials.
2. Students will be using the items given under student materials to show how an object becomes negatively charged and attracts to other objects
3. Students will be able to answer questions based on static electricity.

1-5 minutes- The teacher will have the students get into groups of five and find a table with materials on it.

10 minutes- The students will be given a sheet of paper with two different tasks on it. Their job is to discover how static electricity works by exploring. There are question given that are to be answered as well.

12-15 minutes- When each group has finished the teacher will facilitate a discussion based on the students’ observations. The teacher will then discuss in further detail how static electricity occurs.

10-12 minutes- The teacher will pass out one more question for the students to answer while they do one more task. The students will then have to write down their conclusion, making sure they base it on the discussion and investigation they did in class. The students will pass this in for a grade.

Objective:
1. Using Edison, draw a series circuit and include the following:
a. A DC Source
b. Resistor
c. Switch
d. Lamp

Procedure:
1. Open Edison
2. Click on each component you want to use
3. Drag each to work area
4. Pull each component together to complete the circuit

Objective:
1. Using Digital software, build a digital circuit using a 7400 Quad NAND IC chip
Procedure:
1. Using the instructions from your textbook, build your circuit on the computer
2. Drag each component on the breadboard
3. Drag a line between each component to complete the circuit

Assessment:
Send your work via emil to Mr. Beasley at “beasleyf@yahoo.com for approval

Objective: The student will apply concepts from the unit on Our Solar System to develop their own planet. The student will demonstrate an understanding of the characteristics of the planets in our solar system.

Materials: Computer with Internet access
Paper and pencils
Crayons and construction paper

Classroom arrangement and grouping of children:
Children are grouped in pairs and are assigned to work two at a computer.

Role of Teacher
To provide children with the materials necessary for designing their planet.
To guide children in applying the concepts they learned in the Our Solar System lesson to their individual planets (i.e. asking open ended questions).
To ensure that the partners are working cooperatively on planets.

Procedure
a) Initiation: As a wrap up for the lesson on the solar system engage students in a discussion about characteristics of the solar system paying particular attention to the physical characteristics of the planets.
b) Procedure: Ask students what they would include on their planets. Keep the discussion open, and have them brainstorm for a while, jotting down notes of what they want their planets to be. Pair up children in groups that are appropriate for scaffolding and cooperative learning (i.e. pair children with stronger computer, writing skill with a child that my have a strong creative skill but weaker computer or writing skills.) Ask the children to work on the computer and go to the website www.tcsn.net/afiner/intro.htm, and investigate as far as they choose, what are the characteristics of the planets. Have them record the aspects of the planets and with their partner write a profile of the planet. After writing the profile they will draw a planet that will have the written profile attached to the middle of the planet. That planet will then be included in Our Solar System, located on the ceiling of the classroom, which includes the already existing planets.
c) Closure: Have the children lay on the floor of the classroom and each pair can present to the classroom their planet and all the characteristics, as the class “stargazes”.

Questions to ask children (both during and after the lesson).
Between what two planets is your planet going to be?
Is there water, gas, land, life, fossils on your plant?
What does the landscape look like?
Did anyone from earth explore your planet? When? What did they find?
How many moons does your planet have?
Is there a ring around your planet?
How heavy would a human be on your planet? Gravitational pull? (may be to advanced for third grade but worth a shot.)

Extensions:
Have children write a fictitious story about a day in the life of an organism on their planet.

The objective of this lesson plan is to familiarize children to the computer
while learning about dinosaurs.

Students will pair off and have a 20 minute time frame to utilize the
program. They will play the Colossal Fossil game and willcollect Dinosaur
Fact cards. After all the children have had their turn, the class will
gather as a group and share their fact cards with the class. They will
ecplain facts about their particular dinosaur and the sound it makes.

The project will take one week to complete and at the end of the last day is
when the group will gather to share experiences.

A teacher or aide will always be working with each pair of students to
facilitate the use of the program and printing of the fact cards.

Read a short science fiction short story to the students. Depending on the grade level some suggestions for stories can be obtained through this web address and others http://bookadventure.com/ki/bs/ki_bs_helpfind.asp. Another suggestion is to read previous science fiction stories written by students. Allow 5-10 minutes.

Constant evaluation of students during access and use of the Internet as well as during the writing of the story. The final story can also be used to assess whether the characteristics of science fiction were included. A class discussion to include why the story is fiction compared to non-fiction information and the sources of that information will assess the students understanding of the Solar System, the Galaxy, Science, Science fiction, and the Internet resources.

Water uses	Prediction: # of times out of 12 you think you will use water	Actual results: # of times you actually used water
Drinking
Cooking
Cleaning
Hygiene
Fun