Water, Water Everywhere
Unit Summary Statement:
Our topics were formed around a mutual correlation between the wishes of the teacher and the State of Michigan GLECS. The teacher asked us to teach on the properties of water in its liquid and solid forms, trace the path that rainwater and melting snow takes, the effects of erosion and how plants can counteract that effect. We found it rather simple to correlate the second grade science GLECs with these wishes. We primarily focused on the “Fluid Earth” portion of the science GLECs, because of how well they fit with what the teacher wanted. Looking at developmental appropriateness of these GLECS, through the lense of Piaget’s constructivist model, we believe that these expectations push students through the pre-operational phase, and into the concrete stage while still giving us enough space to expand to individual students’ academic levels.
Content Objectives:
-Apply their knowledge of water in its liquid and solid forms to a new situation.
-Recognize and describe properties of water in its liquid and solid forms.
-Recognize snow, ice, and hail as water in its solid state.
-Recognize rain, dew, and fog as a water in its liquid state.
-Describe the key phases of the water cycle.
-Define evaporation, condensation, and precipitation
-Create a comic strip that demonstrates their knowledge of the stages of the water cycle.
-Describe ways they use water daily.
-Create a challenge plan for themselves and their family to conserve water.
-Apply their knowledge of water in its liquid and solid forms to a new situation.
-Recognize and define the path of least resistance.
-Describe the physical features necessary for a river, lake, and waterfall.
-Apply their knowledge of water in its liquid forms to a new situation.
-Define and recognize water erosion and its effects overtime.
-Describe ways to prevent erosion.
-Recognize air, water, and physical interaction as three forms of weathering
-Recognize the effects of wreathing in nature and on various rocks
Process Skill Objectives:
-Work collaboratively to solve a problem dealing with water in its liquid and solid forms.
-Form a hypothesis with another student.
-Work collaboratively to build and record differences within an experiment.
-Predict how much water they use daily.
-Design an invention to help conserve water.
-Form a hypothesis as a group.
-Work collaboratively to solve a problem dealing with possible water paths.
-Form a hypothesis as a group.
-Work collaboratively to solve a problem dealing with erosion.
-Work collaboratively to make a hypothesis
-Read and follow written instructions as a group
-Write a narrative
-Verbally tell a story to peers
Our topics were formed around a mutual correlation between the wishes of the teacher and the State of Michigan GLECS. The teacher asked us to teach on the properties of water in its liquid and solid forms, trace the path that rainwater and melting snow takes, the effects of erosion and how plants can counteract that effect. We found it rather simple to correlate the second grade science GLECs with these wishes. We primarily focused on the “Fluid Earth” portion of the science GLECs, because of how well they fit with what the teacher wanted. Looking at developmental appropriateness of these GLECS, through the lense of Piaget’s constructivist model, we believe that these expectations push students through the pre-operational phase, and into the concrete stage while still giving us enough space to expand to individual students’ academic levels.
Content Objectives:
-Apply their knowledge of water in its liquid and solid forms to a new situation.
-Recognize and describe properties of water in its liquid and solid forms.
-Recognize snow, ice, and hail as water in its solid state.
-Recognize rain, dew, and fog as a water in its liquid state.
-Describe the key phases of the water cycle.
-Define evaporation, condensation, and precipitation
-Create a comic strip that demonstrates their knowledge of the stages of the water cycle.
-Describe ways they use water daily.
-Create a challenge plan for themselves and their family to conserve water.
-Apply their knowledge of water in its liquid and solid forms to a new situation.
-Recognize and define the path of least resistance.
-Describe the physical features necessary for a river, lake, and waterfall.
-Apply their knowledge of water in its liquid forms to a new situation.
-Define and recognize water erosion and its effects overtime.
-Describe ways to prevent erosion.
-Recognize air, water, and physical interaction as three forms of weathering
-Recognize the effects of wreathing in nature and on various rocks
Process Skill Objectives:
-Work collaboratively to solve a problem dealing with water in its liquid and solid forms.
-Form a hypothesis with another student.
-Work collaboratively to build and record differences within an experiment.
-Predict how much water they use daily.
-Design an invention to help conserve water.
-Form a hypothesis as a group.
-Work collaboratively to solve a problem dealing with possible water paths.
-Form a hypothesis as a group.
-Work collaboratively to solve a problem dealing with erosion.
-Work collaboratively to make a hypothesis
-Read and follow written instructions as a group
-Write a narrative
-Verbally tell a story to peers