Seneca Park Zoo ELA/Science Lesson & Lab SeriesGrade 3 Waters Around the World Expedition Aligned with Engage NY: Module 4: Role of Fresh Water

Part 1: Pollution in the Well, Lab Experience

Part 2: Waters around the World, Zoo Expedition

Part 3: A PSA to Save the Day, Performance Assessment

Big Ideas: • Waterisafiniteresource.• Waterisanaturalresourcethateverylivingthingneeds.• My actions affect water and all the living things that

dependonit.Time needed: 4 hours

Authors: Peter Kalenda, Wendy Ferris, Anneke Nordmark, Emily Coon-Frisch, Bart Roselli, Dianne Spring and Joan Marcello

1. Readthestory“PollutionintheWell”andengageinaconversationabout the different ways water becomes polluted and how this affectslivingthings.

2. Participateinasciencelabexperiencetodeterminethebestmethodsforremovingsimulatedpollutantsfromwater.

3. Makecarefulobservationsandrecordtheminatableinasciencenotebook.

1. Observehowanimalsandpeopleuseandrelyonwaterasdemonstratedbylistingfivewaystheyusefreshwaterandfivewayspeopleandanimalsusesaltwater.

2. IdentifythequantityofwateronEarthasdemonstratedbyphysically participating in and recording the results of role-playing activitiessimulatingglobalwateravailability.

3. Identifyhowtoconservewaterasdemonstratedbywritingone way to conserve fresh water and one way to conserve salt water.

Objectives Students will be able to:

Part 1

Part 2

Part 3

1. IdentifythepurposeofaPublicServiceAnnouncement(PSA).2. WriteaPSAtoshareanimportant

messageaboutwaterconservationandpollution.3. Providepeerfeedbackaboutwritingusingaprotocolfrom

engageny.org.4. RecordaPSAtosharewithclassmatesandsubmittolocalradio

andtelevisionstations.

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Pre-Expedition Tasks:

Students will:

• Complete a graphic organizer separating pollutants and effects of pollutants based on reading“PollutionintheWell.”

• Drawamodelintheirjournalofcleanwaterandpollutedwaterwithappropriatelabels.• Cleanpollutedwaterusingtoolsoftheirchoosing.• Complete a T-chart indicating actions taken during the lab and the reaction/effect of

theiractions.• CompleteaFamilyLearningActivityathomeindicatingthewaysandthefrequency

membersoftheirfamilyinteractwithwater.• Completeanoticesandwonderinggraphicorganizeratthecloseofthelabtoreflect

on the experience and look forward to the upcoming expedition and PSA performance assessment.

Post-Expedition Tasks:

Students will:

• CompleteatemplateoutliningtheirPSAingroupswhilereferencingthePSArubric.• Provideeachotherpeerfeedbackusingthepeerfeedbackform.• RecordtheirPSAandpresentit.• Providepeerfeedbackofpresentationsusingthepresentationpeerfeedbackform.• Studentsreflectintheirjournalsregularly,andalsoreflectonthelessonexitticket.

Goal Performance Tasks:

StudentswillcreateaPSA(publicserviceannouncement)demonstrating their understanding of science content and their ability toconveyinformationandideasclearly.

Overall

Standards:

ELA CCLS

• RI3.3–Describetherelationshipsbetweenaseriesofhistoricalevents,scientificideasorconcepts,orstepsintechnicalprocedures.

• RI3.4–Determinethemeaningofgeneralacademicanddomain-specificwordsandphrasesinatextrelevanttoagrade3topicorsubjectarea.

• W.3.1Writeopinionpiecesontopicsortexts,supportingapointofviewwithreasons.• W3.2–Writeinformative/explanatorytextstoexamineatopicandconveyideasand

informationclearly.• W.3.4Withguidanceandsupportfromadults,producewritinginwhichthedevelopment

andorganizationareappropriatetotaskandpurpose.• W.3.6Withguidanceandsupportfromadults,usetechnologytoproduceandpublish

writing(usingkeyboardingskills)aswellastointeractandcollaboratewithothers.• W.3.7Conductshortresearchprojectsthatbuildknowledgeaboutatopic.• SL.3.4Reportonatopicortext,tellastory,orrecountanexperiencewithappropriatefacts

andrelevant,descriptivedetails,speakingclearlyatanunderstandablepace.

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NGSS

Cross-Cutting Themes:

2.Causeandeffect:Mechanismandexplanation7.Stabilityandchange.

NYS Science Standards:

• PhysicalSetting,KeyIdea2:ManyofthephenomenathatweobserveonEarthinvolveinteractionsamongcomponentsofair,waterandland.(2.1c,2.1d)

• LivingEnvironment,KeyIdea6:Plantsandanimalsdependoneachotherandtheirphysi-calenvironment.(6.1e,6.1f)

• LivingEnvironment,KeyIdea7:Humandecisionsandactivitieshavehadaprofoundim-pactonthephysicalandlivingenvironments.(7.1a-c)

Standards (continued):

• SL.3.5Createengagingaudiorecordingsofstoriesorpoemsthatdemonstratefluidreading at an understandable pace; add visual displays when appropriate to emphasize orenhancecertainfactsordetails.

• SL.3.6.Speakincompletesentenceswhenappropriatetotaskandsituationinordertoproviderequesteddetailorclarification.

Supplies Needed:• 50SmallPlasticDixieCups• 10ClearLargeContainersofWater• RubberDuck(10)• Waste ContainerPollutants:

• Shredded Paper• Shredded Plastic Grocery Bags• Blue & Yellow Food Coloring• Coffee Grounds• Baking Powder• CookingOil(anyvariety)• Detergent• Vinegar• Multi-coloredPasta(smallpieces)

Science Tools:

• Coffee Filters• Cotton Balls• Spoons(5)• Paper Towels• ActivatedCharcoal(fromPetStore)• Gravel• Sand• Empty Soda Bottle• Scissors• Turkey Baster• Funnels(5)• Strainer(5)Handouts:

• IDCardsofScienceToolsandPollutants

• GraphicOrganizer:Pollutants&Effects(needtomake)

• NoticesandWondersChart(Link)• Peer Feedback Chart & Protocol• Presentation Peer Feedback Form• PSA Blank Template & Exemplars

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Part 1

Teacher Preparation SectionPreparation

For each group of students, prepare the following materials:

Make sure all students have a science notebook to write in during theseactivities.

Gathertwolargecleancontainerstofillwithwater.Labelonecontainer“cleanwater”andtheother“polluterwater.”Filleachwithapproximately500mLofwater.Makesurethe“pollutedwater”containerislargeenoughtoaddthe“pollutants.”Addarubberduck,orotherfloatingtoyanimal,toeachcontainer.

PrintalloftheIDcardsprovidedinthePDFfilelabeledIDCARDS.Laminate,ifpossible.Cuteachcardout,andplaceonthegroup’sdeskforreference.Makeonepilefor“pollutants”cardsandanotherfor“ScienceTools.”

Place all tools on the table, preferably in a basket, for use during the investigation: Coffee Filters, Cotton Balls, Two Spoons, Paper Towels, Activated Charcoal, Gravel, Sand, Soda Bottle, Scissors, a Funnel, Turkey Baster,Strainer,andaWasteContainer.

PlaceoutninesmallplasticDixiecups.Foreachcup,addthenamebelow(underlined),andaddthelistedingredienttofillthecuphalfway.Savethesecupstousewhendoingthislabagain.

• Pesticides: baking powder • Garbage:Oil:cookingoil• Garbage: Paper: shredded paper• Garbage: Plastic: shredded plastic shopping bags• Acid Rain: vinegar• Fertilizer: coffee grounds• Dirt: potting soil• Garbage: Waste: multi-colored pasta, coffee grounds, one drop of

yellow food coloring• Detergent: soapy water and with one drop of blue food coloring

Go online to register for your visit to the Seneca Park Zoo and select the Expedition program Waters Around the World at http://senecaparkzoo.org/form/field-trip-registration.

Part 2

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Science Notebook:Studentswritedownthefollowingquestionintheirnotebookandhaveafewminutestobrainstorm.

In what ways do you interact with water every day?

Gothroughyourdailyroutineandlistallthewayswaterispartofyourlife.

Studentssitinaninquirycircletosharetheirthinkinginaclassdiscussion.Theteacherwillfacilitatethediscussionbyposingfurtherquestionstothe group such as: Did any of you play with water? Did any of your pets use water? Did any of you do things that made water dirty? Did anyone make water cleaner? Why would we not want to make water dirty? What actions could we take to prevent using too much water? What happens to our dirty water?

Followingthereadingtheteacherwillposethefollowingquestions:Whatwere some of the things that happened to water in this story? What do you think about all of this pollution? What are some of the effects of this pollution?

SecondReadwithGraphicOrganizer:Theteacherwillreadasecondtime, but students will be tasked with organizing information into two columns on a graphic organizer: Types of Pollutants in Water and Effects ofWaterPollution.

Students will share their response with a neighbor and then the whole group(Think,Pair,Share).

Time Required: 2 hours +

Engage(35minutes)

Pollution in the WellPart 1

Teacher Preparation SectionPreparation

Pre-load the video clip https://www.youtube.com/watch?v=GhGWSfraeyQ.Gatherallmaterialsusedthroughoutthe module for students to use a references, including the Zoo Expeditionnotebook.Gathermaterialstocreatethepublicserviceannouncement which may range from audio or video recording devicestoposterboardandcrayonsdependingonwhatthefinalproductswillbe.Makecopiesofthestudentpresentationrubricincludedattheendofthislesson.

Part 3

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Close Reading #2 of Pollution in the Well Directions:

Paragraph2:“Runoffsfrombackyards,citystreets,andfarmsdumpdirtandchemicals(suchaspesticides,fertilizers,anddetergents)intolakes,rivers,streamsandponds.”Pause and instruct students to add their dirt, pesticides, fertilizer and detergentintothepollutedwateroneatatime.Instructstudentstostirthewaterafteraddingeachpollutant. Make sure youcontinuetoaskstudentsquestionsabouthowthiscouldimpactthewaterqualityandhowitwillimpacttheenvironment.

YellowParagraph:“Everyday,1.8milliontonsofgarbagearedumpedintoEarth’swater-enoughtofillmorethan15,000boxcars.”Pause and have students add all garbage into the polluted water. Remind students to stir water.

Off-whiteParagraph:“Whenpollutionintheairmileswithrain,itcanturnintoacidrainorevenacidsnow.Thisacidprecipitationcanfallthou-sandsofkilometers(miles)fromthesourceofthepollution,evenreach-ingremoteareassuchastheArctic.”Stop and have students add acid rain to their polluted water.Remindstudentstostirwater.

Theteachershouldusethisopportunitytoposequestionstostudents:What could these waters be used for? Would any of you want to drink water that looked like this? Which type of water would you want to swim in? What do you think swimming in polluted water could do to an an-imal? What would drinking polluted water do to an animal? Can you think of any reasons that ponds, rivers and lakes could get polluted like this?

Pre-lab:Theteacherwillbreakstudentsupintogroupsoffour.Teacherwillaskstudentstopayattentiontothematerialspresentontheirtable.Teacher will point out two large containers of clean water at their tables (onelabeledcleanwaterandonelabeledpollutedwater).Aduckisfloatingineachbowl.Theteacherwillalsopointoutabasketfilledwithcupsofdifferenttypesof“pollutants”thatcanendupinwater.Thesewillinclude,bakingpowder(labeledpesticides),cookingoil(labeledgarbage: oil),shreddedpaper(labeledgarbage: paper),shreddedplasticshoppingbags(labeledgarbage: plastic),vinegar(labeledacid rain),coffeegrounds(labeledfertilizer),pottingsoil(labeleddirt),smallpieces of multi-colored pasta and coffee grounds in water with one drop ofyellowfoodcoloring(labeledgarbage: waste),soapywatersolutionwithonedropofbluefoodcoloring(labeled detergent).HavestudentsworktogethertomatchupthevariouspollutantswiththeirIDcardsforeasyaccessduringthenextcloseread.Theteacherwillrereadthestoryof Pollution in the Well, but pause, as indicated below, to instruct students toaddpollutantstothebowlofwaterlabeledpollutedwater.Studentswillcontinuetofollowalongwiththeirtext.

Pollution in the WellPart 1

Explore(65minutes)

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LabActivity:Studentswillworkingroupsoffouratalabtable.Thechallenge will be to clean the water so that it can be as clean as possibleforanimalstodrinkandlivein.Eachgroupwillhaveaccessto:3cups,coffeefilters,cottonballs,afunnel,papertowels,strainer,waste container, activated charcoal, sand, scissors, soda bottle, and gravel.Studentswillhave15minutestoexploredifferenttechniquesofcleaningthewater.Studentsareresponsibleforwritingdownallactions,observations,andquestionsintheirjournal.Optional:Ifstudentsarestruggling,theteachercanpausetheclassduring the investigation or at the end of the research time to model some methodsofcleaningwaterthattheyobservedaroundtheclassroom.Students can read off some of the steps they followed, and the teacher candothesestepsasademonstrationtosparkcreativityandnewideas.

Explain(20minutes)

Discussionquestions:Havestudentsfilloutanoticesandwondersgraphicorganizeraftertheyfinishtheirlab.Whenfinished,usethefollowingquestionstopromoteaclassroomdiscussion.So,whichequipmentwasmosthelpfultocleanupeachpollutant?Doyouthinkthis“pollutedwater”isnowsafeforanimalstodrinkandswimin?Isthiswatersafeforyoutodrink?Iftheequipmentyouusedtodaycosts$10.00pergroup, how much do you think it would cost to clean a lake? Given the challenges faced with cleaning water, what could we do to prevent us from having to clean in? Encourage students to add to their graphic organizerduringtheclassdiscussion.

Introduceexpedition:Inordertobetterunderstandhowallanimalsdepend on water, we are going on an expedition to the Seneca Park Zoo.Whilethere,wewilleachuseournotebookstocollectinformationabouttherelationshipeachanimalhaswithwater.Whenwecomeback,wewilltrytocomeupwithawaytoshareourfindingswithothersthroughtheuseofPSAs.

Family Learning Connection: While at home, students will create a tally sheet on an index card of all of the different times in the day their family interactswithwater.

Explore(65minutes)

Journal:Instructstudentstoopentheirjournalsanddrawamodelofbothbowls.Modelthisforthem.Studentsshouldlabelallpollutantsintheirmodel.Studentscanusetheindexidentificationcardsontheirtabletoaidinthedrawingandlabelingprocess.Next,havestudentsdrawaT-chartonanewpage.Labelonecolumn actions taken and the other column results.Letstudentsknowthattheywillwritetheiractions(usingcottonballstoabsorboil)intheactions taken column, and then write the reaction in the resultscolumn(theoilabsorbedintothecottonballs).

Video Clip: Let the students know that you are going to play a short video clip that shows the importance of knowing how to clean dirty waters like thepollutedwaterontheirtable.TheteacherwillplayashortPSAvideoclipthatshowstheeffectofanoilspillonanimals.[Student PSA Clip: http://youtu.be/Kue3SEEJ7wE] [News Clip: http://youtu.be/SUFRY-asY7c]

Pollution in the WellPart 1

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Time Required: 2+ hours

A PSA to Save the Day Part 3

Engage(20minutes)

Explore(90minutes)

Brainstorming:StudentsreceivethetemplatefordesigningtheirPSA.Studentsaregiven10minutestobrainstorm,andthendivideupwhoisresponsibleforwritingeachsectionofthePSA.Teachersmustapprovetheplanofactionbeforestudentscanstartscripting.

Writing:Studentsspend30minuteswritingtheirsection.Studentswillbegivenaccesstomanybookstofindfacts.StudentsareencouragedtoincludefactsfromtheZoofieldtripandtwoclassroomtexts. Peer Evaluation: Students will provide each other feedback on their sectionofthePSAusingthepeerfeedbackprotocol.

Journal: What were some of the important ways animals used water at the Zoo? What were some reasons to conserve water?

Studentsshareoutinaninquirycircle.

Videoclip:StudentswatchaPSA(PublicServiceAnnouncement)[https://www.youtube.com/watch?v=GhGWSfraeyQ].Studentsareaskedtoidentifythepurposeofthevideo.Whydopeoplemakethese?What information is shared? Would you change your behavior after watching one of these? Students watch the PSA again, but this time pay closeattentiontotheimportantpartsofthePSA.Ideasarewritteninjournals.Studentsareintroducedtotheterm:PSA.

StudentsareintroducedtothetaskofcreatingaPSAoftheirown.Acceptable formats are a standard recorded PSA announcement, aplayorskit,asong/rap.Allfinalprojectsmustberecorded,andwewillwatchthemasaclass.Also,theaudiofromthebestsubmissionswillbesenttoalocalradiostation(90.5)oralocalTVstationtoseeiftheywillsharethemwiththecommunity(makesuretogetproperreleaseformsbeforesubmitting).ThiswillallowyourmessageaboutwaterconservationtobesharedwiththeentireRochestercommunity.Students will receive a copy of the assignment rubric, and the class will readthroughtheLevel4performanceexpectations.

Part 2

Zoo ExpeditionGo online to register for your visit to the Seneca Park Zoo and select the Expedition program Waters Around the World http://senecaparkzoo.org/form/field-trip-registration.

Waters Around the World

Please note: This 2-hour PSA experience is an abbreviated version of ELA Module4,Unit3,Lessons7–13designedtohighlightpotentialscienceconnections.

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A PSA to Save the Day Part 3

Explore(90minutes)

Shareout: Students will share their PSAs with the class at an end-of-unit celebration.StudentswillberesponsibleforcollectinginformationfromeachpresentationusingthetemplatefromModule4,Unit3,Lesson12.

Explain(20minutes)

Rehearsal: Students will practice their PSA sections in the order they determined.

Filming:StudentswillfilmtheirPSA.

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PSA Persentation RubricStudent’sName:

Listener’sName:Date:

Criteria CCS 4 3 2 1 0Speaking

Clarity

SL.4

SL.5

□Says all words clearly so the listener is interested and easily understands themessage.

□Says all words clearly so the listener understands themessage.

□Says most words correctly.

□Says many of the words incorrectly, making it difficult for the listener to understand themessage.

Noevidence.

Speaking

Volume & Expression

SL.4

SL.5

□Changes volume and expression to add emphasis and interest to the message.

□Changes volume and expression to present the message.

□Tries to change volume to present the message: however, at times, is too loudorquiet.

□Talks so quietlythatthe listener cannot follow themessage.

Noevidence.

Speaking

Pace

SL.4

SL.5

□Varies pacing and adds pauses to emphasize themessage.

□Talks at an understand-able pace: not too slow, nottoofast.

□Mostly talks at an under-standable pace; how-ever, at times, talks too fast ortooslow.

□Talks too fast or too slow, making it dificult to understand themessage.

Noevidence.

Ideas and Science Content

SL.4 □Uses relevant facts and descriptive details from the research to strengthen themessage.

□Uses appropriate facts and descriptive details from the research to support the message.

□Uses some facts and details from the research; it may not support the message or beincorrect.

□Uses very few or no facts and details from theresearch.

Noevidence.

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Pollutants

Pesticides (BakingPowder)

Garbage:Oil(CookingOil)

Garbage: Paper(ShreddedPaper)

Garbage: Plastic(PlasticShoppingBags)

Acid Rain(Vinegar)

Fertilizer(CoffeeGrounds)

Dirt (PottingSoil)

Garbage: Waste (Multi-coloredpasta)

Detergent (SoapyWater)

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Science Tools

Coffee Filters Cotton Balls Spoons

Paper Towels Activated Charcoal Gravel

Sand Cup or Beaker Scissors

12

Science Tools

Baster Strainer Funnel

Empty Soda Bottle Waste Basket

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