sample 5-6 science inq module plus lessons...

1 © 2011 Hess, Karin K. Sample Units of Study Designed for Use with Science Learning Progressions. National Alternate Assessment Center at the University of Kentucky and the National Center for the Improvement of

Educational Assessment, Dover, N.H. Progressions Lesson Planning Template designed by Karin Hess (2006)

Sample Units of Study Designed for Use with Science Learning Progressions Frameworks

Instructional Module for

Grades 5-6 Science Inquiry

Karin K. Hess, NCIEA, Project Director and Principal Author Jacqui Kearns, NAAC at UKY, NACC Principal Investigator

March 2011

This project was funded with partial support from the U.S. Department of Education Office of Special Education Programs Grant number: H324U0400001, The National Alternate Assessment Center

(NAAC) at the University of Kentucky, and The National Center for the Improvement of Educational Assessment (NCIEA), Dover, N.H. The opinions expressed herein do not necessarily reflect those of the

U.S. Department of Education or offices within it.

Please send comments, questions, or feedback about using the draft LPFs or related instructional support modules to

Karin Hess, National Center for the Improvement of Educational Assessment [ [email protected] ]. Permission to reproduce is given when authorship is fully cited



About the Learning Progressions Frameworks (LPFs) and Curriculum

Development Committees Two separate committees worked on this project during 2010 in each content area (mathematics, language arts, and science). Educators represented seventeen (17) different states, eight (8) colleges and universities, and seven (7) state or national educational organizations. The first committee to meet was comprised of content experts and researchers from both general education and special education. Their tasks were to review and synthesize the research literature about content learning and draft the conceptual learning progressions frameworks (LPFs) for each content area. This work included identification of enduring understandings and essential learning targets for the elementary (K-4), middle (5-8), and high school (9-12) grade spans. The second committee included a mix of master teachers and professional development providers with classroom experience at each grade span – organized in teams of both general education and special education working together. Curriculum development committee tasks were to: (1) “zoom in” and break down specific targeted sections of the draft LPFs into what we called more detailed “micro learning progressions” for a smaller grade span, often adding some additional “interim steps” (progress indicators) to the smaller grain-sized progressions; (2) use the more detailed and focused progressions to design instructional modules (with a series of 4-6 detailed lessons) illustrating how a teacher in the general education classroom might move students along this learning progression using best practices in instruction; and (3) draw from best practices in instruction for students with cognitive disabilities to incorporate suggestions to each lesson plan for how to make the academic content more accessible for all students. One sample instructional module, with access (universally designed) suggestions for instruction, was developed for each grade span in each content area using the LPFs to illustrate how teaching might look and academic learning might develop over time. Since this project was an iterative process over many months, members of both committees were continually asked to review and refine the progress indicators (descriptors) in the learning progressions frameworks and link them back to the specific standards in the Common Core State Standards (June 2010) whenever possible. We see the LPFs as articulating conceptual hypotheses about learning to be validated with evidence seen in student performance across the grades. As teachers and researchers continue to use the LPF learning targets and progress indicators for each strand, we will refine our thinking about how learning develops over time for different populations of learners. Feedback from the field will be used to modify the sequencing of strand descriptors accordingly. We invite users of these materials to become action researchers with us and share what you are observing about student learning. The sample instructional modules developed as part of this project are intended to demonstrate how practitioners might use the LPFs to break down descriptors into smaller focused progressions and design and sequence classroom instruction to monitor progress.



Instructional modules are NOT intended to be prescriptive about how to teach the academic content. The modules ARE intended to be used to clarify what the academic content is, how it can be made more accessible for all students, and what units of study might look like when generally sequencing skills and concepts along a research-based learning continuum. (Sample instructional modules will be posted during 2011 on the www.naacpartners.org/publications and on the www.nciea.org/publications websites when final editing is completed. As new instructional modules aligned with the CCSS continue to be developed, they too will be made available on these websites.) Please send comments or questions about the draft LPFs or related instructional support materials to Karin Hess [[email protected]]. The Learning Progressions Frameworks in mathematics and ELA are available [online] at www.nciea.org/publoications . Science LPFs will be the last to be completed.

Master Teachers and Professional Development Providers Science Curriculum Development Committee

Rachael DiChiaro Ann-Margaret Petrucelli Gr. 3 Teacher Special Ed Program Coordinator Cranston Public Sch, Cranston, RI Allegro School Inc., NJ Melissa Dittman Angela Palazini Special Education Teacher Gr 6-8 Special Ed Teacher Sioux Falls Sch Dist, Sioux Falls, SD Cranston Sch Dist, Cranston, RI Melissa Hill Jeffrey Schoonover Special Ed Teacher, Aberdeen Sch Dist Science Dept. Chair, Portsmouth HS Aberdeen, South Dakota Portsmouth, RI Tracy Lavallee Mary Skinner Gr 3rd & 4th Multiage Teacher Gr 9-12 Special Education Teacher Underhill ID School, Jericho, Vermont Sioux Falls Sch Dist, Sioux Falls, SD Michelle Lemme Jeri Thompson Special Education Teacher Center for Assessment (NCIEA) Orchard Farms Sch, Cranston, RI Dover, NH Shawnee Wakeman Barbara Walton-Faria Researcher & Clinical Assistant Professor Middle school science teacher Dept of Special Education and Child Development Middletown, RI UNC Charlotte, NC Allyson Vignola Debby Thomas Alternate Assessment coach Gr 6 teacher Center Barnstead, NH Fort Smith, Arkansas



Science Inquiry Module Overview

Title: Investigating the Water Cycle

Grade Span: 5-6 (5 lessons)

Enduring Understanding – Science Inquiry INQ: Scientific inquiry is built on the interaction of evidence and logical reasoning. Inquiry requires careful observation/data collection, using data to support a line of reasoning, and using reasoning to suggest new investigations that extend thinking. Performance Indicators (PI): The student …M.IN.1a analyzes scientific data and observations to generate and support questions or predictions (showing cause-effect ) M.IN.2a identifies evidence needed to answer a question /test prediction, tools, materials, and recoding format M.IN.3a follows and explains procedures ( multiple trials, control variables) to collect precise data/observations M.IN.4b interprets/ analyzes data using evidence to justify conclusions and evaluate significance of data M.ES2.3b explains the processes of the water cycle and how they are driven by sunlight and gravity Inquiry Module Micro Learning Progressions

PI M.IN1.1

PI M.IN1.2

PIM.IN1.3

PIM.IN1.4

PI M.ES2.3

Advanced Extending learning

- Analyzes observations with scientific information to generate a testable question - Analyzes observations with scientific information to form a prediction

Explains why a test is/is not a “fair test” and identifies variables to be kept constant. -Identifies potential design flaws; redesigns based on design flaws or designs a using new evidence

-Interprets, summarizes, relates all data to original question or prediction when drawing conclusions

-Connects task/ model to real world example -Provides logical explanation that reflects the data - Compares experimental data to accepted scientific data

-Uses evidence (e.g., distance to equator or ocean, how high above sea level) to make inferences or predictions about hours of daylight, intensity of sunlight, and global climate patterns

Proficient Solidifying learning (by grade 6)

- Distinguishes between testable/ non- testable (research) questions -Supports a prediction or testable question with an explanation and evidence -Describes variables that affect a change/test or affect systems using “if-then” statements

-Identifies an appropriate format for recroding and organizing data (e.g., use of table, drawing). - Designs appropriate formats for recording and organizing data

-Records precise data consistent with procedures -Records and labels relevant details in scientific drawings, table, (e.g., scale, units, scientific terms to label representations, drawings)

-Interprets/ analyzes data using evidence (e.g., labeled drawings, data tables) to explain interpretations of data patterns/trends, justifies conclusions, and evaluates significance of data -Compares own data to other sources or results

-Explains the processes of the water cycle and how they are driven by sunlight and gravity -includes transpiration when explaining water cycles processes -explains differences between weather and climate

Approaching Proficient Closing gaps

-Analyzes scientific data/ observations to generate questions or predictions (showing cause-effect ) -Connects observations and evidence to explain predictions (e.g., data patterns, cause-effect observations, similarities/ differences) or a testable question

-Uses scientific terminology and identifies the tools, materials and equipment needed that supports the specified procedure

-Follows and explains procedures (e.g., multiple trials, control variables). -Uses tools correctly: collect accurate data and measure metric measurements precisely.

-Identifies data relevant to the task/question and organizes the data into meaningful categories

-Diagrams and labels the processes of the water cycle (including evaporation, precipitation, run-off, condensation, and groundwater)

Developing & Practicing Building Upon Pre-requisites

-Analyzes observations to form a testable question or prediction - Makes reasonable predictions based on available evidence - Supports prediction or testable question with an explanation

-Develops a procedure that lists steps sequentially and logically

-Records and labels all relevant data; displays detailed, complete drawings (keys, scale, and details in drawings) -selects appropriate representations and accurately organizing and displaying data and observations

-Proposes new questions, new predictions, or modified procedures based on results

-Explains how condensation of water vapor forms clouds which affect s weather - Explains why it might rain or snow based on air temperatures

Pre-requisite skills & concepts

- Connects observations or predictions to explanation - Distinguishes non-testable/testable question

Identifies types of evidence to test a prediction or answer question

Records & explains observations (with labels, recognizable details, proportions, key features)

-Uses main points, details, and evidence to summarize results and conclusions

-Explains what causes evaporation



Framing Questions for Lessons to Guide Learning & Inquiry

Lesson #1 – What does the water cycle have to do with weather systems or climate? What drives the movement of water across the Earth’s surface?

Lesson #2 - What is the relationship between water vapor and clouds? What processes makes up the water cycle?

Lesson #3 – What processes makes up the water cycle? Lesson #4 – Is there water in the air?

How do scientists communicate their results in the real world? Lesson #5 – What makes a cloud or fog form? How are clouds and fog alike/different? Connections to Cross-Cutting Concepts/Big Ideas of Science Patterns, similarity, and diversity – observed patterns in nature guide organization and

classification and prompt questions about relationships and causes underlying them. Classification depends on pattern recognition and careful observation of similarities and differences.

Cause and effect (mechanism and prediction) – events have causes (simple to complex and multi-faceted) prompting questions about why or how something happened. Repeating patterns in nature or events are clues to exploring causal relationships.

Systems and system models – systems are complex, so understanding the parts and their functions can lead to understanding the whole system. Systems can be small to large (e.g., cells, organisms, machines, ecosystems, solar systems, galaxies, ideas, number systems) and the parts are interdependent.

Students will know… -the energy from the sun and gravity are forces that drive the repeating water cycle processes: evaporation, condensation, precipitation, and transpiration - all forms of water (solid, liquid, gas) are evident in the water cycle - results must be supported with observations - it is important to follow procedures correctly to get clear and accurate results - variables need to be controlled to make an investigation a “fair test” -different types of writing are used for different purposes

Students will be able to … - ask observational questions (DOK 1, DOK 2) - make predictions and observations using multiple senses and prior knowledge (DOK 2) - follow procedures to collect accurate data (DOK 1) - use a recoding template to organize data (DOK 1, DOK 2) - follow safety rules when using tools (DOK 1) - record observations that show relevant details, accuracy, and completeness (DOK 2) - use science vocabulary and illustrations/diagrams to accurately describe the water cycle processes (DOK 1) -use main points, details, observations, and evidence from investigations to summarize results (DOK 2) and support conclusions (DOK 3)



Key Vocabulary: Science Investigation: experiment, testable question, prediction, observation, data, evidence, control, variable, results Procedures/Steps/Plan: use senses, measure, sort, classify, record, organize Representations: graphs, charts, tables, scientific drawings, diagrams, labels, titles Communicate Results: describe sequences, patterns, similarities-differences, cause-effect Water cycle (also called hydrologic cycle) processes: condensation (water vapor changes to a liquid when the air cools and clouds form), precipitation (a form of water falls to Earth’s surface when water droplets in clouds become too heavy), transpiration (evaporation: water vapor released from plant leaves into the air), evaporation (liquid water changes to a gas when heated by sunlight) Things that affect movement of water across the Earth’s surface: sunlight (energy), temperature (heat energy) affects warm/cold air mass, gravity (force that makes rain and snow fall to the ground) Water –related words: water (as a liquid), water vapor (water as a gas), ice/snow/sleet/hail (water as a solid), fog, mist, cloud, humidity, ground water, run-off and collection (water runs down into lakes, rivers, oceans, etc.)

Assessment Evidence

Performance Tasks Create a game, puzzle, or book teaching about the water cycle using required terms and concepts. Conduct guided investigations about the water cycle and use results to support claims related to a court case: Is there water in air?

Other Assessment Evidence - KWHL chart (H=how will we find out) - Science notebooks, recording templates -Teacher observation of student participation in investigation, class discussions, etc. - Investigation components (predicting, observing, collecting, recoding data, communicating data, etc.) -student work

Key Criteria for Performance Assessment Rubric based on descriptors from mini progression - Communication: Appropriate use & understanding of content vocabulary - Interpreting Evidence/Observations: Ability to look for patterns, summarize results - Developing Explanations: Explaining results, using data to support conclusions - Procedures: Using tools safely and appropriately, following procedures, collecting all data -Representations – data is displayed using appropriate data displays and conventions (titles, labels, scale, etc)

Key Criteria for Other Assessments - developing breadth and understanding of science content vocabulary - using tools safely - following procedures - ability to make accurate observations and explain logical predictions - accurately labeling diagrams and observations

Increasing Access – Suggested scaffolding for Performance Assessment Observations may be scribed or use

picture/tactile symbols Working with a partner Picture or tactile cues provided for steps in

investigation and recording data

Increasing Access for Other Assessments See each lesson for scaffolding ideas (in

green text)



Grades 5-6 Inquiry Module Learning Plan (5 lessons)

Grade Span 5-6 Inquiry Module Investigating the Water Cycle

Lesson 1

Approximate/Estimated Time Needed: 45 minutes

Lesson Objective: Students activate prior knowledge and content vocabulary related to the water cycle processes. Specific skills addressed in this lesson: -asking questions using prior knowledge and evidence Specific concepts addressed in this lesson: -the energy from the sun and gravity are forces that drive the repeating water cycle processes: evaporation, condensation, precipitation, and transpiration - all forms of water (solid, liquid, gas) are evident in the water cycle Framing Question(s) for this lesson: What does the water cycle have to do with weather systems or climate? What drives the movement of water across the Earth’s surface? Materials and Preparation:

Science notebooks A few key vocabulary words on 3x5 cards (precipitation, evaporation, condensation,

clouds, water vapor, sunlight) and pictorial representations of vocabulary words Chart paper (to set up K-W-H-L- chart) and markers

Additional teacher resources Key word searches: water cycle or water cycle diagrams- [online] for a variety of simple to more complex images of the water cycle process Groupings:

Whole group Pairs

Teacher Directions How the teacher will activate the learning and prior knowledge (15 minutes): 1. Pose the question: What do you know about the water cycle? Who can tell me

something you know about the water cycle? 2. Draw a KWHL chart for students to see and fill in the “K” section with students

sharing ideas (what we know now about the water cycle). Then ask, what are some thing we might want to know and learn about the water cycle – what questions could we ask? Fill in responses in the “W” section (what we want to learn more about). Encourage students to frame these as questions to be answered. Scaffolding for KWHL chart: What do you know? Vocabulary cards/pictures/tactile picture/voice output choices to assist in answering questions. What do you want to know? Prewritten question strips: “What makes it rain?” and “How are clouds formed/made?”

3. Allow participation time. Some vocabulary words may need to be prompted in order to address key terms. Use prepared cards with selected key words (precipitation, evaporation, condensation, clouds, water vapor, sunlight) to prompt ideas if needed.



How the teacher will allow for practice and reinforcement of concepts and skills (20 minutes): 1. Students transfer the KWHL information into their science notebooks.

Scaffolding: Color coding or page prompts may be offered. Definitions can be provided in typed format to be copied into science notebook. Vocabulary provided to be cut/pasted into electronic science notebook. Picture/tactile symbols provided.

2. If key information was omitted, the teacher can either add these new ideas or provide several new terms for pairs of students to look up and share with the class.

3. New ideas/terms are then added to the KWHL chart. Closure – how the teacher will know what students know? (10 minutes): 1. Review KWHL chart together. Draw a little hand lens next to questions that can be

answered with future investigations and a little book next to questions that can be answered looking in a book or asking an expert. This will help students to distinguish “testable questions” from other questions (yes-no, fact-based, etc).

2. Ask students to work with a partner to fill in an exit card telling one thing they learned about the water cycle and one thing they are still curious about learning (a question). Scaffolding: Provide “I learned strips” using vocabulary cards/pictures/tactile picture/voice output choices. “I learned… “when there are cold temperatures, precipitation is snow ”, “when there are warm or hot temperatures, precipitation is rain”, “the sun heats water to make water vapor.” (You should include a foil statement, such as “precipitation means water vapor” so students are actually making some choices to show what they know.

3. Based on student responses in notebooks and the KWHL, the teacher will be able to assess prior knowledge and plan next steps for instruction.

Possible Lesson Extensions/Additional Practice Review activity: simple diagram with self-check [online] from

http://education.jlab.org/reading/water_cycle.html Sample KWHL chart K = What do we know now about this?

W = what do we want to know and learn more about?

H = How can we find out/answer our questions?

L = what did we learn?

Look in a book Ask an expert Do an investigation Watch a video

The “KWHL” chart was designed by K. Hess (1990) to spark investigations by expanding the traditional KWL chart model. The “H” focuses on how students will investigate to answer questions and helps teachers talk about testable questions answered by investigating versus questions that you can look up in a book or ask an expert about.

Sample Exit card

! Today I learned…

? I am still curious about…. Why How What



Grade Span 5-6 Inquiry Module

Investigating the Water Cycle Lesson 2


Lesson Objective: Students develop an understanding of cloud types, water vapor, and their relationship to the water cycle. Specific skills addressed in this lesson: -making observations - summarizing and supporting ideas with evidence Specific concepts addressed in this lesson: Framing Question(s) for this lesson: What is the relationship between water vapor and clouds? What processes makes up the water cycle? Materials and Preparation:

Science notebooks Key vocabulary words: cloud types (cumulous, cirrus), water vapor, fog; pictorial

representations KWHL chart from lesson 1 T-F Quiz Science resource books from the library or video on water cycle Open-response questions handout (from the video)

Additional Teacher Resources: Weather Smart: The Water Cycle and Clouds” – United Streaming Discovery [online[www.Unitedstreamingdiscovery.com Groupings:

Whole group Small groups

Teacher Directions How the teacher will activate the learning and prior knowledge (10 minutes): 1. Review vocabulary from previous lesson (KWHL) concentrating on any new or

unfamiliar words. (Each day, responses will be written in a different color to emphasize continual knowledge/building on prior knowledge.)

1. Project the T-F quiz questions. Read orally and have questions on screen, board, or easel.

2. Think-Pair-Share: Have pairs of students talk together to answer the questions on the quiz. You could assign different groups to answer different questions and then write a T or F in the space. Ask pairs to talk about what they answered the way they did. Ask which questions were harder to answer, but do not provide any correct responses yet. Some information could already be on the KWHL chart from lesson 1 and they should be directed to use that.

3. Tell students that they will either view a video or do some research reading about clouds and the water cycle to help them self-check their answers on the quiz.

NOTE: If teachers are not able to access the video suggested, collect library resources or



provide students with “key words” to search for answers using the Internet. How the teacher will allow for practice and reinforcement of concepts and skills (20 minutes) 1. Prompt students to be aware of the connection between clouds and the water cycle

during the film/video presentation. Directions are given to students which will require them to reflect about the film in their science notebook. Share/response time will follow the video.

2. If not using the video, post key words to search for answers to the quiz using books and the Internet. Include cloud types in the vocabulary list. Have students work in small groups to search for answers.

3. Hard copies of T-F quiz sheet are distributed and completed after viewing the video or doing reading for research. Students fill in as much information as they can remember (in about 7-8 minutes). After the set amount of time, complete/review correct answers to the quiz as a whole class activity.

Closure – how the teacher will know what students know? 1. Let’s go back to our KWHL chart and see if we can add anything. Is there anything

you would like to add? Anything you are still curious about? (add under “W” and discuss how to find out under “H”.) Each day, responses will be written in a different color to emphasize continual knowledge/building on prior knowledge.

2. Students draw and label two cloud types in their science notebooks. 3. Students add new vocabulary to science notebooks. Possible Lesson Extensions/Additional Practice Choose one question from the open-response worksheet to answer and illustrate in

science notebooks. Weather Smart: The Water Cycle and Clouds Quiz (retrieved from the United Discovery Web site) If you cannot access the video, you can still use the quiz to spark discussion and uncover misconceptions Directions: Answer either true or false. Be prepared to explain your answers. 1. ________ Cumulus clouds are puffy clouds that look like cotton. 2. ________ Sometimes the water cycle stops. 3. ________ Invisible water in the air is called vapor. 4. ________ Fog is a cloud that's near the ground. 5. ________ Cold air holds more water than warm air. 6. ________ Too much rain can make floods. 7. ________ Evaporation is when water disappears into the air. 8. ________ Rain and snow are precipitation. 9. ________ Cirrus clouds make thunderstorms. 10. _______ When you see water on the outside of a glass, that's condensation.



Open-response questions handout Directions: Choose 2 questions to answer and illustrate. Use facts and evidence to support your response. 1. What would Earth be like without water? 2. How is water different from air? 3. What kinds of clouds make us wet? 4. What happens if too much rain or snow falls at once? 5. Where do clouds come from? 6. How do we get clean water to drink? 7. What are the different types of precipitation? 8. What is the difference between stratus clouds and cumulus clouds? 9. What are the parts of the water cycle? 10. How do clouds help the Earth?



Grade Span 5-6 Inquiry Module Investigating the Water Cycle

Lesson 3 (this lesson is expected to take two days)


Lesson Objective: Students play a review game and then create a puzzle, game, or book to reinforce understanding of the water cycle processes. Specific skills addressed in this lesson: - use science vocabulary and illustrations/diagrams to accurately describe the water cycle processes Specific concepts addressed in this lesson: -the energy from the sun and gravity are forces that drive the repeating water cycle processes: evaporation, condensation, precipitation, and transpiration - all forms of water (solid, liquid, gas) are evident in the water cycle Framing Question(s) for this lesson: What processes makes up the water cycle? Materials and Preparation:

Teacher-made BINGO game – Make BINGO cards with one key vocabulary word in each square, or have students randomly fill in blank cards with terms. Questions or water cycle images for BINGO game. Markers for BINGO cards

Art materials for making a puzzle, game, or informational book about the water cycle (white tag board, markers, glue sticks, scissors, etc.)

Key words for Internet searches Groupings:

Whole group Small groups of 3-4 students

Teacher Directions How the teacher will activate the learning (15 minutes): 1. Teacher hands out or has students create BINGO game boards using science terms

from the water cycle unit. The game may have several “rounds” in order for all the vocabulary to be explored and repeated in order for students to process vocabulary successfully.

2. The teacher asks questions or shows images for students to “match” to answers on their cards. A “winner” of the game is decided when someone gets “BINGO” and can correctly explain all terms covered with a marker. Examples:

When water is returned to the atmosphere by plants it called …. Student would find TRANSPIRATION on their bingo card.

Show picture of a certain event in water cycle….what happens next?

How the teacher will allow for practice and reinforcement of concepts and skills (20-30 minutes): 1. Students form small work groups and decide whether they want to create a water

cycle game, puzzle, or book/presentation. 2. Provide a list of words/concepts that MUST be included in the final product:

Water cycle processes: condensation, precipitation, transpiration, evaporation How forces affect movement of water across the Earth’s surface: sunlight affects



temperature, air masses, gravity affects precipitation Optional water-related words: fog, water vapor, clouds, ground water, runoff,

collection 3. Day 1 – have students create a plan for their products and use the KWHL chart,

science notebooks, and other resources to gather information 4. Day 2 – continue to work on products. Teacher circulates among groups to assist and

ask probing questions to be sure they have included all required information. Products must show relationships to energy and gravity and correctly use and define or illustrate terms.

Closure – how the teacher will know what students know? (20 minutes) 1. Share final products with the class or with other classes/students. 2. Have peers play another group’s game or read the group’s book. 3. Score products using a rubric (science rubrics found at www.exemplars.com). Possible Lesson Extensions/Additional Practice Add new ideas learned from products in their KWHL chart in the color of the day

under “L” and add new sources under “H” for how they located information. Students can go to http://www.armoredpenguin.com/wordsearch/ and follow

directions to create a water cycle word search puzzle on line.




Investigating the Water Cycle Lesson 4 (two class periods to complete the two investigations and a third class to write up response and support results)

Approximate/Estimated Time Needed: 60 – 90 minutes

Lesson Objective: Students conduct two investigations and use their results to support conclusions about a court case involving the water cycle. Specific skills addressed in this lesson: -using predictions, observations, and evidence to explain results -using main points, details, and evidence to summarize results and support conclusions in a report Specific concepts addressed in this lesson: - results must be supported with observations - it is important to follow procedures correctly to get clear and accurate results - variables need to be controlled to make an investigation a “fair test” Framing Question(s) for this lesson: Is there water in the air? How do scientists communicate their results in the real world? Materials and Preparation:

Make copies of observation recording sheets for both investigations Make copies of the introductory short text (court case) and two procedures for

investigating the question: Is there water in the air? [Source: adapted from http://www.tomsnyder.com/products/productextras/SCISCI/watercycle.html] Investigation #1: Condensation

4 identical drinking glasses Ice water Access to a refrigerator or freezer Timer

Investigation #2: Make it rain in your classroom Ice cubes Kettle – if you have a plug-in kettle that is better than a hot plate or using stove

and kettle (e.g., in the school kitchen) Water Pot holder Large hand mirror

Groupings: Whole group Small groups Individual

Teacher Directions How the teacher will activate the learning (10 minutes):



1. Read the water cycle court case together and discuss possible answers to give the judge. What does this case have to do with the water cycle?

2. Discuss what students need to do before they can write a report for the judge. The report must use data/evidence from two experiments to support their recommendations in the court case.

3. Divide into science investigation teams to conduct the investigations. How the teacher will allow for practice and reinforcement of concepts and skills (conduct one investigation each day with teacher guidance) Day 1 – Conduct Investigation #1: Condensation and record data. Day 2 – Conduct Investigation #2: Make it rain in your classroom. Teacher will need to demonstrate/heat the kettle of water for the students. This is an opportunity to discuss safety in the science lab. Record data. Day 3 – Prepare a report for the judge using data to support reasons. Have peers edit reports. Closure – how the teacher will know what students know? (20 minutes) Groups share findings and reports with the class. Add new ideas learned from student results in their KWHL chart in the color of the

day under “L” and add new sources under “H” for how they located information (e.g., conducting investigations).

Score reports and investigation worksheets with a rubric. Students can go to (the source website ) to self-check how they answered the

questions for the judge: http://www.tomsnyder.com/products/productextras/SCISCI/watercycle.html Possible Lesson Extensions/Additional Practice Set up and conduct an investigation to find out what happens to salt when salt water

evaporates: Drink it up! [available online] http://school.discoveryeducation.com/curriculumcenter/oceans/activity2.html



Water Cycle Court Case

Waiting for the subway, Mr. I.M. Richman slips and falls in a puddle of water.

Above him, he sees water dripping from some pipes. They must be leaking! I.M. Richman decides to sue Pip Peterson, the maker of the pipes.

Pip Peterson asks Science Court attorney Alison Krempel to defend her company. "Our pipes don't leak, Ms. Krempel!"

In Science Court, Alison Krempel calls an expert witness, meterologist Maria Hernandez. "Water in the air condensed on the outside of the pipes and dripped onto the floor. The pipes weren't leaking," says Maria.

"Water in the air? Do you expect us to believe that there is water roaming around in the air?" asks Doug Savage, I.M. Richman's attorney.

Judge Stone and the Science Court jury must decide: Is Pip Peterson guilty of leaky pipes? Or could the water have come from the air?

Before you respond to the judge, you must collect scientific evidence to support your claims.

You will follow the procedure provided for two investigations: Condensation and Make it Rain in Your Classroom.

For each investigation, you must:

1. Make a prediction and explain why you think it is logical. Use water cycle vocabulary and what you know about the water cycle.

2. Safely follow procedures to collect accurate data. 3. Collect and record all data and observations. Label and title your

representations (data table, observations, scientific drawings) 4. Support your conclusions for each investigation with data.



5. Write a report for the judge that uses data from BOTH investigations and what you know about the water cycle to support your recommendations.

Investigation #1 - Condensation

Materials (can be shared by the whole class or shared by each small group)

4 identical drinking glasses Ice water Access to a refrigerator or freezer Timer

Procedures

1. First observation: fill one of the glasses with the ice water and set it on a table. Wait for one minute. Be sure to use a timer.

2. After one minute, feel the outside of the glass. Draw and write your observations of the first glass.

3. Try to answer these questions:

a. How did the outside of the glass get wet? b. Where did the water come from? c. Is it necessary for the glass to be filled with water for moisture to

form on the outside?

4. Set one of the empty glasses on a table as a control. Make a prediction about what will happen if there is no water in the glass on the table.

5. Place a second empty glass in the refrigerator. Make a prediction about what will happen if there is no water in the glass in the refrigerator.

6. Place the third glass in the freezer. Make a prediction about what will happen if there is no water in the glass in the freezer.

7. After about 10 minutes, remove the glasses from the refrigerator and freezer. Line up the three glasses on the table and draw and record your observations.

Scaffolding: Students can re-do the investigation several times before recording their observations. Observations can be tape recorded or videotaped. Students can make predictions by selecting a picture of a possible outcome (digital photos of glasses with and without water drops on the outside of them).



Sample recording sheet Data for Condensation Investigation

Draw and write about your first observation. Labe all important information.

a. How did the outside of the glass get wet?

b. Where did the water come from?

c. Is it necessary for the glass to be filled with water for moisture to form on the

outside? Explain your reasoning

Cause-effect Prediction #1 (empty glass on the table)

The outside of the glass will be ____ because

Cause-effect Prediction #2 (empty glass in the refrigerator)




Cause-effect Prediction #3 (empty glass in the freezer)


Draw and write about your observations of each of the 3 other glasses after 10 minutes. Label all important information.

What are your conclusions? (use data and evidence to support your conclusions)



Investigation #2 - Make It Rain in Your Classroom!

Materials (can be shared by the whole class)

Ice cubes or freezer Kettle Water Pot holder Large hand mirror

Procedures

1. Put the mirror in the freezer, or place ice cubes on it to make it really cold. 2. The teacher will place water in a kettle on the stove and bring it to a boil. 3. When the water is boiling, the teacher will hold the mirror so that the

steam (water vapor) is hitting it. 4. Write a prediction: what will happen when the hot water vapor hits the cold

mirror? 5. Remember Science Safety: Use a pot holder or glove to protect your

hand. Steam or hot water vapor can burn your skin. 6. Draw and write about what you observe.

Data for Make it Rain Investigation

Cause-effect Prediction

The water vapor will

because

Draw and write about your observations. Label all important information.

What are your conclusions? (use data and evidence to support your conclusions)




Investigating the Water Cycle Lesson 5 Approximate/Estimated Time Needed:

45 minutes Lesson Objective: Students use prior knowledge and observations to create a diagram explaining the formation of a cloud. Specific skills addressed in this lesson: - use science vocabulary and illustrations/diagrams to accurately describe the water cycle processes Specific concepts addressed in this lesson: - scientific drawings /diagrams must be supported with accurate observations Framing Question(s) for this lesson: What makes a cloud or fog form? How are they alike/different? Materials and Preparation:

Science notebooks Colored pencils Materials for 2 investigations (below)

Additional teacher resources:

Investigation: Fog in a Jar (gallon jar, large bag of ice, matches, black paper, colored warm water). Discuss safety with matches.

[online available] http://eo.ucar.edu/webweather/cloudact1.html

Investigation: Make it Rain (large jar, hot water, ice cubes, plate to put ice on, timer) [online available] http://eo.ucar.edu/webweather/tornact5.html

Groupings:

Whole group Partners or small groups Individuals

Teacher Directions How the teacher will activate the learning (10 minutes): 1. Ask: what is fog? What makes fog form? Write their ideas on a large chart. 2. Demonstrate a short investigation – Fog in a Jar (see link above). Ask students to

describe their observations and write those on the large chart. 3. What made the fog form? Is there anything you observed that will help use that Write

their ideas on a large chart. How the teacher will allow for practice and reinforcement of concepts and skills (20 minutes): 1. Have students do a second investigation with a partner or small group: Make it Rain.

This time compare observations from the first investigation to the second one. What do



you notice about these investigations? What do these models/simulations have to do with weather systems? Fog: The particles of smoke act as nuclei for “bunches” of water molecules to collect on. This process is called condensation. As the atmosphere (air) cools, water vapor suspended in the atmosphere condenses into water droplets around condensation nuclei (tiny particles of dust, ash, pollutants, and even sea salt). Rain: The cold causes the moisture in the warm air to condense and form water droplets. This is the same thing that happens in the atmosphere as warm, moist air rises and meets colder temperatures high in the atmosphere. Water vapor condenses and forms precipitation that falls to the Earth as rain, sleet, hail, or snow.)

2. Draw a detailed diagram in your science notebooks showing how rain clouds or fog are formed. Label the processes and explain what is happening.

Closure – how the teacher will know what students know? (10 minutes) 1. Share student responses. 2. Revisit the KWHL chart. Add to the “H” and “L” columns based on what was

investigated (how) and learned. Add any new questions in the “W” column. Possible Lesson Extensions/Additional Practice Students in small groups collect pictures of different types of clouds and predict what

conditions influence the degree of humidity, the type of clouds, and the type of precipitation. Groups defend their ideas until the class reach consensus about the conditions and then verify their final predictions using research/reference sources.



Make Fog in a Jar!

The purpose of this experiment is to observe fog formation.

Materials

Black paper

Gallon jar

Colored warm water

Matches

Gallon size bag of ice

Procedures

1. Tape the black paper on the back of the jar, so you can't see through the jar.

2. Fill one third of the jar with colored warm water.

3. Light the match and hold it over the jar opening.

4. After a few seconds, drop the match into the jar and cover the top of the jar with the bag of ice.

5. Record your observations.



Make it rain!

The purpose of this experiment is to see condensation.

Convection is the transfer of heat by the movement or flow of a substance from one position to another. Materials

Large, wide-mouth container, such as a mayonnaise jar

Hot water

Ice cubes

Small plate to hold ice cubes

Procedure

1. Pour two inches of very hot tap water into the glass container and cover with the plate. Allow water to sit for a few minutes.

2. Place ice cubes on the plate.

3. Watch what happens.

4. Record your observations.

sample 5-6 science inq module plus lessons...

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