teach.albion.eduteach.albion.edu/jaf12/files/2009/05/curriculum-unit-for-m… · Web viewHere are some of the pieces I found most ... Have any of you ever heard the word Kalamazoo

Maymester Date: May 11, 2009

Lesson 1 Where is Water? Sub-Driving Question: Where is Water?Objective(s): LWBAT express how much water they use everyday

LWBAT represent where they think water exists on EarthGrade(s): 1Standards from the Michigan Department of Education: Materials: *note; needs to be prepared before class

-The compiled lists of concept maps onto a large KWL sheet- (put sheet in the back of the classroom for all of May)-blank piece of paper folded twice (one for each student)-crayons8 liter bucket

Estimated Time: 30 minutesHave student sit in the back of the classroom. They will need a turn and talk partner- Do not indicate that they will

need one until it comes the questions below and they will need time to discuss among themselves. Most of this lesson will be based off their concept mapping from April.

1. I compiled the concept maps from earlier (show a couple of them) about what you knew about river. Here are some of the pieces I found most interesting…

a. You all put how the river had certain thingsb. You all said that there were animals within or next to the riverc. You all guessed at what the river in Albion was named. Some of you said the Albion River, others

wrote that it is Lake Michigan. The name of the river is the Kalamazoo river. Have any of you ever heard the word Kalamazoo before?

d. I put it on a chart that is labeled K for knowledge or what you all know about rivers as of right now. We will complete a KWL chart to see what we know about rivers right now and as we go through the next month together. We will complete what we would like to learn and what we have learned throughout the next few weeks.

2. On the whiteboard…Before we start our next activity I would like to know hear some of the questions that you would like to have answered about our rivers before we finish May.So I have some questions like, what kind of animals live near the river? Do crocodiles live near our river?

3. How many of you use water everyday? For what purposes do you use water…a. Turn to your partner and discuss the ways that each of you use water

4. Lets guess how much water you use everyday.

a. I have a bucket here that can hold A LOT OF WATER! *Fill the bucket until full using the pop bottle or pitcher

b. Using the chart below this is an activity using an 8 liter bucket to show the scale of this. Have students guess how many pales we use on average each day!

c. Have the students put the number of buckets they think we use for such descriptors as below on whiteboards… and then raise them up with a number of buckets they think they use.

i. Taking a bath-8 of theseii. Brushing your teeth-its 10 L so it’s just over this bucket

iii. Flushing a toilet- 2 of these bucketsiv. Have any of you ever seen a dripping faucet? It uses 7 of these buckets without us using

any of the leaking waterv. Taking a quick shower, if any of you take a shower- 80 of these buckets

Image Source: http://www.acdi-cida.gc.ca/INET/IMAGES.NSF/vLUImages/youthzone/$file/bucket-graph-e.gif5. Shift your thinking...We are going to go back to our seats and represent where we know water comes

from. The students will each get a piece of paper that has been folded twice so that there is 4 squares and they will express their knowledge of other places water is located other than their faucets. The students should draw as well as label the picture for me.

Reflections:Little understanding that I was the teacher was hard for some of the students to grasp. I think they were used to me being “the college student” that always came in.


Lesson 2 Bodies of Water Sub-Driving Question: What is the difference between a river and other bodies of water?Objective(s): LWBBAT represent where they think water exists on Earth.

LWBBAT define what they think a river consists of. Grade(s): 1Standards from the Michigan Department of Education:

Materials: *note; needs to be prepared before classoverhead of match the water bodies and Michigan Quarter Reversepicture of pond, lake, river, ocean, and streamcrayonscopies of Michigan quarter and Match the Water Bodies

Modified from “A coin out of water” http://www.usmint.gov/kids/teachers/lessonPlans/50sq/2004/_k01-1.pdf

1. Pass out the Michigan Quarter ReverseExplain to students the US mint issued several of these quarters in commemoration of each of the states and this is what the back of Michigan’s quarter looks like. With the students, examine the design on the coins reverse. Have students point out the water and the land on the map. Instruct them to color the water blue and the land green.

2. Where does it look like the water is on in comparison to Michigan?-around Michigan

3. What is Michigan known for? It is written on the coin somewhere, who can point it out for me… “The Great Lakes State.”-the great lakes are large bodies of freshwater that have lots of rivers running into them. -the Kalamazoo runs into lake Michigan like this… -show on overhead copy

Using the bowls, cups and pan show the different bodies of water“There are several different types of bodies of water other than a Lake and a River, I am going to show you a few right now and then you will have to show me what you remember in the next worksheet I pass out.

1. Oceans –large bowl with some water in it. Then pour some salt in it.2. Lakes- smaller bowl with some water in it and no salt3. Ponds- saucer cup with some water in it.

a. These are usually not noted on large country maps and globes. 4. Rivers- long ribbon of water that moves down hill. 5. Streams- much like the long ribbon of water just smaller in size.

Now I am going to pass out a worksheet with several pictures on it that show the different bodies of water.

1. First we are going to write the words… as I am on the overhead. Starting from the top of the list of pictures ask the students to raise their hands and have them guess and then describe which of the words match the picture in question. “Raise your hand and tell me which word matches with picture… as well as why you think that”

2. Complete the following pictures and follow along on the overhead.

http://www.usmint.gov/kids/teachers/lessonPlans/50sq/2004/_k01-1.pdf


Lesson 3 River Formation Sub-Driving Question: How do rivers form?Objective(s): LWBAT list what a river needs to form.

LWBBAT represent where they think water exists on Earth.Grade(s): 1Standards from the Michigan Department of Education: Materials: *note; needs to be prepared before class

-4 Chaperons (1. Me- working with stream tables, 2. Mrs. Aerts- working with stream tables, 3. Nan- have the students color the pictures of wetland animals, 3. Mrs. Shanton- having students color wetland animals )-Stream Table Worksheet-Coloring Pages of Wetland Animals-Bring Crayons with us-2 Whiteboard for writing the vocab of the river parts-3 Whiteboard markers-school camera

Estimated Time: 1.5 hours Leave at 12:30-2:00 PM

1. Head over to the Science Complex at Albion College where we as a class will be looking at the formation of rivers with the stream tables

a. Break students up into 4 groups. Tell students that we are each going to get a chance to play with the streams as well as have a chance to color some pages. *Each person as well as group will have to listen closely for instructions when we are moving from one activity to the next.

b. Each of the groups will get a chance to investigate what they would like the stream parameters to be. In other words each of the groups get to choose how they would like to create their own stream.

i. First show them how the water comes out from the top of the hole and travels down the slope, keeping the discharge slow will allow the river to develop nicely.

ii. Then have each of the student groups decide what they want their stream to look like by circling the options on the worksheet provided. All the groups will get 5 minutes to talk among each other and decide on each of the parameters.

1. Stream Tables (2 groups)- From their completed worksheet have the student help us model the stream after the pictures they have circled on their worksheets. (4 minutes each group)-Have each student draw what their river looked like post stream flow (6 minutes)-go through with the students and label each of the main parts of the river with them (2 minutes)

i. the head, the banks, the channel, the bed of the stream, and the mouth of the stream

-Have students answer the questions on the worksheet before next group comes to the tables (5 minutes)

2. Off time have the other 2 groups color pages of wetland animals. Have each of the students write what they think the name of the animals is at the base or that back of the picture. (20-25 minutes)

2. Debriefing: (raised hands and class discussion)a. What are some of the parts of the stream that you all learned about? b. Why do you think I had you all coloring pictures of those animals today?c. Again list some places where you can where you can find water on Earth… d.

Stream Table Observations

Name___________________Pick your stream bed: Pick your stream flow: Draw what your stream looked

like at the end.

How did the land change when the water was turned on?

__________________________________________________________

__________________________________________________________

__________________________________________________________


Lesson 4 Rivers Flow Sub-Driving Question: What happens to a piece of material that falls into the river?Objective(s): LWBAT which way the Kalamazoo flows.Grade(s): 1Standards from the Michigan Department of Education:

Materials: *note; needs to be prepared before class-“Where the River Begins”-biodegradable peanut-green painters tape-plastic cups to collect water in-clipboards-pencils-worksheet of river with bridge-worksheet of river profile -sheet of paper with large lines (one for each student)

Estimated Time: 1.25 hours

Read Aloud “Where the River Begins” after lunch before we leave for the WNC.

Field Trip to WNC to Run Experinments with Students:

1. Look at how much sediment is in the water.a. have a few students take some samples of the river in the plastic cups . Ask students where they

think it would be good to take some water samples from. All in the same place? In different places along the river?

b. Have students label their bottles of water with their names using the green painters tape.

2. Determine which way the river flows.a. Using Biodegradable peanuts we will drop one in the river over the bridge and watch which way

it flows. Have the students indicate which way the river flows on their worksheet. b. On a blank sheet of paper I want you to write what you see in the water within the river.

3. Go back inside and use the Map to label where the river starts and ends as well as all of the towns inbetween.

a. Covering the Map with white paper strips to be uncovered or repleaced with larger lables of the cites such as Kalamazoo, Marshall, Lake Michigan, Albion, and Concord.

b. The worksheet will allow us to create a labeled picture of the river we can take back to the classroom.

i. Makesure they indicate which way the water is flowing on the map

Where Does the Noodle Go?Which way does the Water Flow?

Name______________________

Left Side of the Bridge Right Side of the Bridge

Where Does the Noodle Go?Which way does the Water Flow?

Name______________________

Left Side of the Bridge Right Side of the Bridge


Lesson 5 Clean Water for Me and You Sub-Driving Question: Why should I keep the water clean?Objective(s): LWBAT indicate ways that water is wasted

LWBBAT demonstrate where their water comes from

Grade(s): 1Standards from the Michigan Department of Education:

Materials: (*)indicate that it needs to be prepared before class-* hand out their river water samples-*hand out cups of water from the tap in plastic cups-magnifying lenses-piece of cloth-extra clear bowl-worksheet for comparing water samples

Estimated Time: 45 minutes

1. At Seats: Observe the water samples that were taken from the river and compare them to the water samples from the tap. Draw a picture of the differences within the (Worksheet)

a. Have each student :i. Is the Kalamazoo River normal for having that much sediment left within the river? --

Remember the Stream Tables back at the college—>Was there pieces of “dirt” in those rivers that you created?

ii. Is it a bad thing that there is dirt in the river? 1. No, it actually is good for rivers to continue to carry sediment.

iii. How do you think we clean the water?1. We need a filter- who knows what a filter is? We can use a piece of cloth to

act as the filter2. As a class we will discuss what we see happening3. Note that on Monday we will how we clean water for all of Albion, because

what I did would take too long to do for every time we wanted some water.


Lesson 6 Out of, Sight Out of Mind: In Sight… and Smell, In Mind Sub-Driving Question: Where does our dirty water go? Objective(s): LWBAT demonstrate vocalize how they can use less water.

LWBBAT vocalize where their water comes from.Grade(s): 1Standards from the Michigan Department of Education:

Materials: *note; needs to be prepared -clipboards-worksheet of where your used water goes-booklets

Estimated Time: 2 hours

Field Trip to Sewage Treatment Plant in Albion

1. Tour the Facility for 1 hour a. Tour will mainly focus on the main cleaning stations but more importantly; why it is important to

clean the water before we send it back into the river.b. Since we are still in Albion have the student’s recall where the water would be heading next.

Multiple answers are acceptable. Such as K-zoo, Marshall, Battle Creek, & Lake Michigan.c. Indicate on the following worksheet where our water goes from your home to the river.

Debrief: pass out booklets to conserve water. At Seats: Then read the book aloud by having one student read each of the pages. Have each student color the pieces to be cut out. Give the students 5-8 minutes to color the pages. Then they should cut and insert each of the pictures in the appropriate spots on within the booklet.

**OLD NOTE OF THE BOOKLETS--Since water is hard to filter we don’t have a lot to use and we have to use it wisely. Make booklets of various types of wasteful water habits. Each of the students will use the icons on page 21 of “The Mini Page: Help for Planet Earth” to be blown up on a copy machine and then placed with lines underneath were we will color each of the type of wasteful water habits. Then the students will write a sentence on how they can help use less water at home or at school based on the icon of the page.

d. Ex. Icon: Dishwasher half full … I will make sure that we fill the dishwasher full before we use it. e. Students will be able to take books home with them at the end of the day.

Where Does Your Water Go?Name_________________________

Sink Water Treatment Plant

River


Lesson 7 ___ Introduction to Wetland Animals and Plants Sub-Driving Question: What is the difference between Wetland Animals and other Animals?Objective(s): LWBAT specify which animals and plants live within wetlands

Grade(s): 1Standards from the Michigan Department of Education: Materials: *note; needs to be prepared before class

picture of duck, bass, cattail, crayfish, great blue heron, minnow, frog, beaver, painted turtle, waterweed worksheet of questionsreference worksheet

Estimated Time: 35 minutesIntroduce 10 objects that can be found within wetlands:

a. Each student should have the following handout. b. Pass around one picture per student. Tell them they get 2 minutes to look at the picture and write

down what they think it is. After that gently trade pictures with the individual across from you. You need to get a picture that you haven’t wrote about yet. For those of you siting on the outsides you may come in and ask to trade with someone. *If I see any grabing you will be set in the time out spot.

c. You will then write the letter the picture is and tell me what you think its name is, where it lives, and describe to me what it looks like.

2. Then I will go through each of the objects and explain what they are, maybe read some of the questions to answer what they are. I will keep the students involved with the learning process as they will receive a handout that has with the pictures of the objects on one side and a space to name them and some descriptors for them. I will use simple words and terms to describe each of the items as not to make it more of a reference sheet for them with their future productions.

Picutre ___ Name____________________________________________________

What do you think this is? Where do you think it lives? What does it look like?

Picutre ___


Picutre ___


Picutre___


Picutre ___



Lesson 8 Introduction to River Wetland Dioramas Sub-Driving Question: What are some of the animals and plants that live near our river?Objective(s): LWBAT list plants and animals that live close to our riverGrade(s): 1Standards from the Michigan Department of Education: Materials: *note; needs to be prepared before class

-file folders to hold their papers together.-pass out named boxes-modeling clay-wax paper

Estimated Time: 1 hr.

1. Students will be introduced to animal and plant reaserch project. Show an example of my diorama as well as Mrs Aerts’.

2. Pass out papers for studetns to list which animals they would like to use for their projects, just have them list which animals they would like to make and the one plant they would like to do.

3. Give studetns time to list from the reference guide for what the animal looks like. a. From the list created yesterday students will have to choose 2 animals and 1 plant that they want

to put in their river and they will have to find at least one more fun fact about each of them. b. Spend 30 minutes just making the animals out of the available clay. c. They are allowed to make their plants as well but on Friday they will be able to add more into

their boxes as well as write a little more about their animals. d. Spend the last 15 minutes going outside to collect materials from the local


Lesson 9 More on Wetland Animals and Platns Sub-Driving Question: What animals and plants live near our Kalamazoo River?Objective(s): LWBBAT gather information from different sources.

Grade(s): 1Standards from the Michigan Department of Education: Materials: *note; needs to be prepared before class

-*public library wetland books-*website printouts-worksheets of animal look likes and facts. -animals/plants and facts sheet


1. Give studetns time to list from the reference guide for what the animal looks like. a. From the list created yesterday students will have to choose 2 animals and 1 plant that they want

to put in their river and they will have to find at least one more fun fact about each of them. b. Spend 30 minutes just making the animals out of the available clay. c. They are allowed to make their plants as well but on Friday they will be able to add more into

their boxes as well as write a little more about their animals. d. Spend the last 15 minutes going outside to collect materials from the local


Lesson 10 Diorama Work Day I Sub-Driving Question: What animals live near our river?Objective(s): LWBAT put together a list of animals that belong near our river

LWBAT be creative with their projectsGrade(s): 1Standards from the Michigan Department of Education: Materials: *note; needs to be prepared before class

-


1. They will write a description of the animal using the refereces from yesterday as well as as from using the facts from the the following materials.

ii. Materials available1. Wetland Books (I have collected and from the public library)2. Online Material (I have printed and laminated for them)

3. Allow studetns 30 minutes to choose from box of collected items from woods. They are allowed to put them in their boxes. In order to divide them up each student is allowed to pick 2 things from the box at first until everyone has gone and then they are allowed for one more round of 2 things until everything is gone.

Maymester Date: May 26,2009

Lesson 10 Work Day Sub-Driving Question: What animals live near our river?Objective(s): LWBAT put together a list of animals that belong near our river


1. Allowed 30 minutes to work on either clay animals or work on their text of discription of animals.2. Introduce the cool and funny facts worksheet for the students. Students need to use the books as well as

online materials that I have printed out in order to write get more information about their one animal.


Lesson 10 Work Day Sub-Driving Question: What animals live near our river?Objective(s): LWBAT put together a list of animals that belong near our river


1. Students need to finish up their cards to put on top of their boxes for discriptions.


Lesson 10 Finishing Touches Sub-Driving Question: What animals live near our river?Objective(s): LWBAT put together a list of animals that belong near our river



Lesson 10 Last Day Materials: *note; needs to be prepared before class

1. Pass back work2. Give out thank you card

Documents

teach.albion.eduteach.albion.edu/jaf12/files/2009/05/curriculum-unit-for-m… · Web viewHere are some of the pieces I found most ... Have any of you ever heard the word Kalamazoo