the blue planet discovery lab - bishop...
TRANSCRIPT
GRADE
5
Author: J. Haase Lesson #: 2
Unit Title: Earth System Science Time Frames: Two 50Minute Periods
The Blue Planet Discovery Lab
ABSTRACT Students will investigate the different places water is stored on Earth and the quantities of water in its various forms. On the first day students will review their background knowledge on the Earth’s water resources and the water cycle through a PowerPoint slide show. On the second day, students will work in collaborative groups to create a model of water on Earth called the Blue Planet Model . The modelmaking will involve critical thinking and group planning. Mathematical connections will include using decimals, percents, and volume measurement. After modeling water storage locations and quantities on Earth, students are asked to draw conclusions about water on our planet based upon the evidence from their activities. This lesson uses science notebooks for data collection, recording and reflection.
PLANNING INSTRUCTION ASSESSMENT STANDARDS REFERENCES
BACKGROUND INFORMATION FOR TEACHERS Water is one of the substances that makes Earth unique in our solar system. Learning about the water cycle throughout the elementary science years provides students with the following foundation for deeper scientific inquiry:
No life on Earth is possible without water. The water cycle is necessary to support the biosphere. Fresh water is a limited resource. The water cycle affects each person daily, everywhere on Earth. The water cycle is driven by the heat of the Sun. The water cycle causes erosion and causes changes to the appearance of the Earth. Water is easily polluted by human and animal waste, chemicals, and natural sources. Water is used in many regions as a renewable resource to produce electricity. Everyone can have a positive effect or negative effect on water resources. Water education is our opportunity to improve the human stewardship of water on Earth.
Water is a critical resource on Earth and especially on islands. The fresh water resources on Earth are limited. Indeed, all the water on Earth is primarily the same since the formation of the planet, a surprising fact. Students are naturally curious about how much water is stored as fresh water, ocean water, or glaciers and ice sheets. By using a handson approach to the The Next Generation Science Standards ( NGSS) crosscutting concepts of Scale and Proportion the students will be able to see and comprehend the relatively small amount of fresh water that is available on Earth compared to the saltwater of the oceans.
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This lesson combines the Common Core Math Standards of understanding volume with the science skill of metric measurement. Students will practice their measurement skills and use of graduated cylinders or some kind of metric measuring device. Teach your students to use accuracy and precision with measuring water as these skills take practice. Metric is the standard measuring system for scientists.
PLANNING Essential Questions
Why is water important on Earth? In what ways does understanding the distribution of freshwater on Earth affect our human behavior?
Instructional Objectives
Students will: Review and show relationships within the water cycle. Create a model showing the distribution of water on Earth. Measure water to represent water storage locations on our planet. Use diagrams to show relationships within the water cycle and to explain the distribution of
water on Earth in their Blue Planet Model . Record ideas in their science notebooks.
Key Vocabulary
Hydrologic cycle (water cycle) Precipitation Evaporation Condensation Scale and proportion Metric units milliliters / cubic centimeters
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INSTRUCTION
Image courtesy of J. Haase.
Materials
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For the overall lesson: “Blue Planet” PowerPoint presentation Cup of water Cup with ice cubes Plastic bag misted inside with water droplets visible Index cards Water source for quick filling and clean up Towels for clean up Science notebook worksheet for each student
Class set of worksheets: “Water Cycle” “Blue Planet Model” “Science Lab Role” “Blue Planet Science Notebook” “321 Exit Slip”
For each group: Blue food color One Liter and 50 ml measuring graduated cylinders One liter water bottle Filled large water pitcher colored blue Small water bottle Four extra water bottle caps or petri dishes Funnel Sharpie Index cards/tape or large postits
Preparation
This could get messy so have big towels on hand for clean up. You could have groups make the models outside if you have a location. Prepare the blue water in the water pitchers before the class. Do the experiment yourself before doing this with the students to inform your own science practice.
Resources
NASA: Show Me the Water:
http://pmm.nasa.gov/education/videos/showmewater
Image courtesy of Global Precipitation Measurement (GPM).
GPM Global Precipitation Measurement:
http://www.nasa.gov/mission_pages/GPM/main/index.html#.VNaoEVXF8mU Water Cycle Speaker’s Kit:
http://pmm.nasa.gov/education/lessonplans/watercyclespeakerstoolkit Other:
The song “It’s a Blue Planet” by Banana Slug String Band: http://bishopmuseumeducation.org/bishop/default/view/112
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ENGAGE
Image courtesy of J. Haase.
Session One:
1. Tap into student curiosity by displaying and passing around the ice cube, the cup of water and the plastic bag with droplets inside ask:
Where did these come from? Have you heard of the Earth's nickname? What could be a good nickname?
2. Share the “Blue Planet” PowerPoint presentation. Discuss how the Blue Planet is sometimes called
the Water Planet:
Why would people say that? What percent of the Earth’s surface is covered by water?
3. Students may know around 71% of the Earth’s surface is covered by water. Ask students what they
know about water resources:
Where is this water? Where did water come from and where does it go?
4. Facilitate a discussion that can explain how all the water is recycled on our planet in the water cycle.
The same water has been in circulation in since Earth began around 4.46 billion years ago1. This same water circulates around through our water cycle. Scientist also call it the hydrological cycle, ask students about this term:
What do students notice about that name? How is all our water recycled?
5. Have students work together to complete “The Water Cycle” worksheet and add it to their science
notebook.
EXPLORE
1. Pour 100 ml into a graduated cylinder in front of the class. Ask and discuss:
If this was all the water on Earth:
How much would be fresh water? How much would be ocean water?
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2. Have students write a quick list in their science notebooks:
Make a list of the locations of fresh and salt water on Earth?
Make a list together as a class for one minute. Review their ideas.
3. Now make an mathematical estimation and record it. Have students write the question and make a
best guess in their science notebook.
If the total water on Earth equals 100% of our water, this could be symbolized 100 cups of water.
What percent do you predict is in the ocean? How many cups would be ocean water?
What percent do you predict is freshwater? How many cups would be fresh water?
4. Introduce their task with the, “Blue Planet Lab” worksheet:
What questions do the students have before beginning the model?
EXPLAIN
Session Two:
1. Organize the class for the investigation. Students need to be in small groups of two, three or four. Using the “Science Lab Role” worksheet as a reference assign each student a role: materials manager, instructions and recorder, procedure person, and group speaker.
2. The task for the day is for each group to make a Blue Planet Model . Use the tools and equipment provided to demonstrate locations and the general amounts of water stored on Earth. Students need to label their group’s work and be prepared to share it in a display as well as share their discoveries and ideas at the conclusion of the activity. They have 35 minutes for this task.
3. Encourage students to use their science notebooks to provide a place for design, calculations, notes
and planning for the Blue Planet Model . Remind students to discuss the numbers and practice measuring the volumes accurately. Pass out the “Blue Planet Lab” worksheet to group members as they begin their plans together.
4. Give students five minutes to plan and organize a working space. Have the materials manager get
the group materials. The group may begin experimenting. They need to try out their ideas as a group and work together to accomplish the task.
5. Circulate around the room helping students to measure water accurately using the graduated
cylinders. Remind students to label their models to share the information with other people. Labeling their model is an important step to share information and may be difficult for some students. Help them check their labels to see that they are using the vocabulary provided in the text box of the worksheet.
6. Give students a five minute warning to complete their work and organize their models for display.
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Images courtesy of J. Haase.
EXTEND
1. Have students silently conduct a gallery walk and visit other groups’ models. Through this tour,
students will notice similarities and differences between the models.
2. Have each student complete a “Blue Planet Science Notebook” worksheet based upon their work.
3. While still assessing their Blue Planet Models, give students quiet writing time to complete this science notebook task.
Image courtesy of J. Haase.
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4. Extend this activity within your school community. Invite members of your school community to visit the Blue Planet Models. Have students create signs and a display for others to view for information. Have the student group speakers report to the classroom guests explaining:
Group process What the model shows What the group learned especially about Earth’s freshwater resources How a model like this teaches caring for water resources
5. See how classroom visitors understand what the students are representing and trying to show
through their Blue Planet Models. The guests can leave students notes about their work.
6. Play the 3 minute NASA video called Show Me the Water to reinforce this lesson.
EVALUATE
1. Ask the students to reflect in groups and discuss their lab project and the following questions. They
may write notes in their science notebook to tell about their discussion. The speaker for each group will report to the class about one of the questions below. The group should negotiate to select a topic that was important to them and showed their learning and efforts to accomplish the task.
2. Each group speaker will report about one of the following topics:
What did your group learn? What conclusions do you have? What was the best part of the process for your group? How could the process be improved? How will this apply to your everyday life? What questions do you still have?
3. After the speakers have shared their points, have each student complete a “Celestial Islands Exit
Slip” to assess their own learning in the investigation.
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ASSESSMENT OPTIONS Formative Assessment
The questions in the “Engage and Explore” segments of the lesson may be used for whole class formative assessment. Notes and work detailed within student science notebooks can be utilized to assess students preconceived knowledge about water distribution on Earth.
There are multiple points in this lesson to check for understanding, remember, all science notebook entries are opportunities for formative assessment.
Summative Assessment
Evaluate students through observation of of their level of engagement during the lesson. The “Blue Planet Science Notebook” worksheet within the science notebooks can be used for
summative assessment. This will require a science notebook check as part of assessment. The “Celestial Islands Exit Slip” may be reviewed after the lesson to see what lasting impressions
were made on the students.
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CULTURE CONNECTION
Image courtesy of B. Haase.
ʻŌlelo Noʻeau
A collection of Hawaiian proverbs, translated and annotated by Mary Kawena Pukui, offers a unique opportunity to savor the wisdom, poetic beauty, and earthy humor of finely crafted expressions.
Hewa i ka wai. (Hawaiian proverb)
Great as a body of water. (English translation) A great multitude; so many one cannot count. (Interpretation from Mary Kawena Pukui’s book)
This ʻŌlelo Noʻeau shows us the perspective many people have; that water is limitless and very abundant. The “Blue Planet Discovery Lab” shows us where water is on Earth and that only a very small percentage is freshwater able to be used by humans. As we learn of the limited nature of freshwater on Earth, we see the importance of conserving water, protecting water from pollution and protecting our natural wetlands and natural water purification watersheds.
DIFFERENTIATION Emerging Learners
Chunk information into smaller pieces written on the board for this lesson. Print the science notebook work onto a worksheet for the student or students to complete with guidance. Arrange student groups with different skill levels so student help is given by peers.
Advanced Learners
Have advanced students make a Public Service Announcement poster of “Why we should protect freshwater resources”. Arrange student groups with different skill levels so student help is given by peers. Have advanced students make an artistic representation of The Blue Planet Model at home showing the general distribution of water on Earth using art supplies or collage materials.
English Language Learners
Give students a glossary of Earth System Science words to use throughout the unit. There are several glossaries available digitally from NASA. Chunk information into smaller pieces for this lesson. Print the science notebook work onto a worksheet for the student or students to complete with guidance. Arrange student groups with different skill levels so student help is given by peers.
EXTENSIONS
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The metric system is used for measurement in science. The “Metric System” worksheet is an extension opportunity to become more familiar with this standard that is common across the world but often unfamiliar to us in the United States and England. It can be given for homework or completed in class.
NOAA Explorer MultiMedia Discovery Missions: http://oceanexplorer.noaa.gov/edu/learning/welcome.html#lesson7
STANDARDS Next Generation Science Standards
Crosscutting Concepts: Scale and Proportion students recognize natural objects and observable phenomena exist
from the very small to the immensely large. They use standard units to measure and describe physical quantities such as weight, time, temperature, and volume.
Systems and System Models In grades 35, students understand that a system is a group of related parts that make up a whole and can carry out functions its individual parts cannot. They can also describe a system in terms of its components and their interactions.
Patterns In grades 35, students identify similarities and differences in order to sort and classify natural objects and designed products. They identify patterns related to time, including simple rates of change and cycles, and to use these patterns to make predictions.
Cause and Effect In grades 35, students routinely identify and test causal relationships and use these relationships to explain change. They understand events that occur together with regularity might or might not signify a cause and effect relationship.
Science and Engineering Practices: Asking questions (for science) and defining problems (for engineering). Developing and using models. Planning and carrying out investigations. Analyzing and interpreting data. Using mathematics and computational thinking. Constructing explanations (for science) and designing solutions (for engineering). Obtaining, evaluating, and communicating information.
Disciplinary Core Idea: 5ESS22 Describe and graph the amounts and percentages of water and fresh water in
various reservoirs to provide evidence about the distribution of water on Earth. [Assessment Boundary: Assessment is limited to oceans, lakes, rivers, glaciers, groundwater, and polar ice caps, and does not include the atmosphere.
Common Core
Standards for Mathematical Practice Reason abstractly and quantitatively 5.MD.3 Recognize volume as an attribute of solid figures and understand concepts of volume
measurement. a. A cube with side length 1 unit, called a “unit cube,” is said to have “one cubic unit” of
volume, and can be used to measure volume. b. A solid figure which can be packed without gaps or overlaps using n unit cubes is said to
have a volume of n cubic units. 5.MD.4 Measure volumes by counting unit cubes, using cubic cm, cubic in, cubic ft, and improvised
units. Hawaii Content & Performance Standards III
SC.5.1.1 Identify the variables in scientific investigations and recognize the importance of controlling variables in scientific experiments.
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SC.5.1.2 Formulate and defend conclusions based upon evidence. SC.5.2.1 Using Models and/or simulations to represent and investigate features of objects, events
and processes in the real world. General Learner Outcomes
SelfDirected Learner Community Contributor Complex Thinker Effective Communicator
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ADDITIONAL RESOURCES
GPM Global Precipitation Measurement, a program through NASA uses satellite imagery to study global precipitation every three hours. http://www.nasa.gov/mission_pages/GPM/main/index.html#.VNaoEVXF8mU
Much has been written for elementary teachers on the topic of teaching the water cycle. NASA provides a thorough resource called the ‘Water Cycle Speaker’s Kit’ that can be utilized to inform students about Earth’s Water cycle and the distribution of water on Earth. http://pmm.nasa.gov/education/lessonplans/watercyclespeakerstoolkit The ‘Water Cycle Speaker’s Kit’ provides teacher background and additional resources for classroom lessons and teacher background. It provides PowerPoint presentations that can be used in the classroom with visuals and thought provoking content. The PowerPoint presentations are provided at an elementary level and then again at a middle school level for those teachers who see their classroom to be ready to go deeper.
Another useful and more in depth video resource by NOAA is http://oceanexplorer.noaa.gov/edu/learning/player/lesson07.html where students will see the water cycle and locations of where water is housed around the Earth. I suggest this NOAA resource be played if students have already been introduced to the water cycle several times and a deeper understanding is needed.
NASA provides additional resources that can be used to build background for the teacher or complete lesson plans. The following resource Why is Earth Called the “Water Planet” is a four lesson unit designed for 4th grade students.
Investigation 1: Why is Earth Called the “Water Planet”? http://nasawavelength.org/resource/nw000000003255/
REFERENCES Eakins, B.W. and G.F. Sharman. (2010). Volumes of the World's Oceans from ETOPO1,NOAA National
Geophysical Data Center, Boulder, CO. Green Facts: Facts on Health and the Environment. Global water distribution. (2003).
http://www.greenfacts.org/en/waterresources/figtableboxes/8.htm NASA Educational Resource: lesson plan and activity that highlights scale and proportion. (2013). How Big,
How Far, How Hot, How Old? http://nasawavelength.org/resource/nw000000003837
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Pukui, Mary Kawena. (1983). ‘Ōlelo No‘eau: Hawaiian Proverbs and Poetical Sayings. Honolulu: Bishop Museum Press.
Show Me The Water | Precipitation Education. (n.d.). Retrieved January 28, 2016, from http://pmm.nasa.gov/education/videos/showmewater
United States Geological Survey (USGS), How Much Water is there On, In, and Above the Earth? (1984).
http://water.usgs.gov/edu/earthhowmuch.html
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Name: _______________________________________ Date: ______________
The Water Cycle Objective: Review the water cycle and color this diagram in your science notebook to show relationships within the water cycle.
Action Task: Another name for the water cycle is the hydrologic cycle, which is the circulating system that moves and stores water around the hydrosphere. Work with a partner to identify following areas and color them, use five different colors (colored pencils or crayons).
Evaporation Condensation Precipitation Water storage and distribution Sun The driver of the water cycle
Essential Question Why is water important on Earth? ______________________________________________________________________________
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Name: _______________________________________ Date: ______________
The Blue Planet Model You will make a Blue Planet Model with your group. Use the table below and the water containers you have to create a model of where water is on Earth. You will need to discuss how to make the model with your group. Label the different water storage containers of your model and be prepared to share out. Use the vocabulary from the text box below to make your science notebooks and labels accurate and specific.
Use this water information to make your model. You may need to round your numbers up or down!
Water Source Percent of Fresh Water Percent of Total Water Amount for Blue Planet
Model Oceans and Seas
Salt water 0% 96.5% 965 ML
Ice caps, glaciers, permanent snow, ice sheets, ice bergs
68.7% 1.7% 17 ML
Surface Water: Lakes, Rivers, Wetlands
0.4% 0.015% 0.15 ML
Groundwater: Fresh and Saltwater
Around 0.26% is fresh water groundwater
sources 1.7% 17 ML
Total
Group Thinking Question: Where is the other 30% of fresh water? This table shows an estimated 70% of fresh water, where on Earth do you think the other 30% is? Discuss this with your group.
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Name: _______________________________________ Date: ______________
The Blue Planet Science Notebook
Action Task: You made a Blue Planet Model with your group to demonstrate where and in what general amounts water is stored on Earth. Draw a diagram below with labels and percents to explain the distribution of water on Earth.
Conclusions (based on evidence from your model): _____________________________________________________________________
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Essential Question: In what ways does understanding the distribution of freshwater on Earth affect our human behavior? _____________________________________________________________________________________
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Science Lab Role (Combine roles as needed)
Materials Manager
Pick up materials for your lab group. Make sure all tools and materials are used correctly and with respect. Return all tools and materials to the teacher in order and clean.
Instructions and Recorder
Read the directions to your lab group two times. Underline all important steps and keep the group moving ahead. Record all calculations, data, and results neatly for your group. All group members will need to have the same calculations, data, and results written in their science notebook.
Procedure Person
Follow the steps of the lab and include all lab group members. Measure two times before doing something. Ask your lab group members to check your measurements, calculations, data, and results.
Group Speaker
Prepare to share out for your lab group. Think of ways to share: (some, not all) Data What your group learned, conclusions The best part of the process for your group How this will apply to your everyday life What questions you still have How the process could be improved
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Name ___________________________________ Date ____________________
321 Celestial Islands Exit Slip
3 Three new things you learned: ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________
2 Two questions you still have:
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1 How does what you learned apply to your life?
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Name ________________________________ Date _______________________
321 Celestial Islands Exit Slip 3 Three new things you learned:
____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________
2 Two questions you still have:
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1 How does what you learned apply to your life?
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Name ________________________
The Metric System Complete the following chart with your group; you may need hints from your teacher or a resource like a metric conversion chart. Metric Units: What do they measure? Metric Unit What is measures Measuring tool Grams Mass Liter Graduated cylinder Length Centigrade Thermometer
Metric is the measuring system choice for scientists. Give three reasons why with your group. ___________________________________________________________________
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Name ________________________
The Metric System Teacher answer sheet Complete the following chart with your group; you may need hints from your teacher or a resource like a metric conversion chart. Metric Units: What do they measure? Metric Unit What is measures Measuring tool Grams Mass Scale Liter Volume Graduated cylinder Meters Length Meter stick Centigrade Temperature Thermometer
Metric is the measuring system choice for scientists. Give three reasons why with your group. Accept and discuss any answers that make sense.
Metric is used by all other countries around the world and is the international system of
measurement.
Metric is based on a base‐ten system, which makes it easy to make calculations.
Metric units use the same prefixes to show larger and smaller increments. Once you learn the
prefixes it becomes easy to understand and use them properly. (give ex. milli‐, centi‐, unit, deci‐,
kilo‐, etc.)