created by april nelson, sherrills ford elementary edited by kim penley, ccs k-5 science...

LAND & WATER SCIENCE KITSTC

Created by April Nelson, Sherrills Ford ElementaryEdited by Kim Penley, CCS K-5 Science Instructional

Coach

LESSON 1: THINKING ABOUT LAND & WATER

Date: Page 1

What I know about Land

(List everything you know about Land)

1.2.3.4.5.

Date:Page 2

What I know about Water

(List everything you know about Water)

1.2.3.4.5.

LESSON 1 (CONT)

Date: Page 3

What I want to know about Land and

Water(List everything you know)

1.2.3.4.5.

LESSON 1 (CONT)

Photograph ReviewDate: Page 4

Photo ActivityCard 1: Observations

Card 2: Observations

Card 3: Observations

Card 4: Observations

Date: Page 5

Photo ActivitySelect two cards and write the 2

questions on the back of the card in your notebook and

answer the questions in a full

sentence.

LESSON 2 THE WATER CYCLE: MODELING LAND AND WATER

Focus Question: What makes it rain?

Prediction:

Materials1 soda bottleTubsPlastic wrap1 large rubber bandRubbermaid B’ue Ice packHumas, Gravel, Clay and Sand1 clear plastic cup1 graduated beaker2 rinse buckets1 black china marker

Plan: Student Activity Book page 9-10

LESSON 2 (CONT)

Observations: Draw a picture of your model. Label the part and write a description of what you saw take place during the investigation.

LESSON 2 (CONT)

Claims Evidence

1.

1.

2. 2.

3. 3.

New Vocabulary:CondensationPrecipitation

LESSON 2 (CONT)

Conclusion: Restate your Focus Question Restate you prediction and state if you were

correct or incorrect in your thinking.(continue your conclusions by using 1 or more of

the following sentence starters) I noticed that……. I learned…….. I was surprised by……Next Question/I wonder……..

LESSON 3: MODELING RAIN ON LAND 

Focus Question: How does rainfall affect land?

Prediction:

Materials: Stream Table Materials (humas, spreaders, tubs)1 liter of waterSprinkler head Soda bottle

Plan: Student Activity Book pp. ____ Observations: (Drawing with labels)

LESSON 3 (CONT)

Claims Evidence

1.

1.

2. 2.

3. 3.

New Vocabulary:Run-offErotion

LESSON 3 (C0NT)

Conclusion: Restate your Focus Question Restate you prediction and state if you were

correct or incorrect in your thinking.(continue your conclusions by using 1 or more of

the following sentence starters) I noticed that……. I learned…….. I was surprised by……Next Question/I wonder……..

LESSON 4: INVESTIGATING STREAMS

Focus Question: How are rivers formed?

Prediction:

MaterialsStream table materials2-liter soda bottle9 oz squat cup with one small holeGraduate cylinderChina MarkerStringPermanent black marker

Plan: Student Activity Book page 9-10

LESSON 4 (CONT)

Observations: Draw a picture of your model. Label the part and write a description of what you saw take place during the investigation.

Paste Record Sheet 4-A in your science notebook

LESSON 4 (CONT)

Claims Evidence

1.

1.

2. 2.

3. 3.

New Vocabulary:ErosionCarry offDeposition Drop Off

LESSON 4 (C0NT)

Conclusion: Restate your Focus Question Restate you prediction and state if you were

correct or incorrect in your thinking.(continue your conclusions by using 1 or more of

the following sentence starters) I noticed that……. I learned…….. I was surprised by……Next Question/I wonder……..

LESSON 5: EXAMINING EARTH MATERIALSFocus Question: What is soil?

Prediction:

MaterialsStream table materials2-liter soda bottle9 oz squat cup with one small holeGraduate cylinderChina MarkerStringPermanent black marker

Plan: Student Activity Book page 9-10

LESSON 5 (CONT)

Data/Observations:

Paste Record Sheet 5-A in your science notebook

LESSON 5 (CONT)

Claims Evidence

1.

1.

2. 2.

3. 3.

New Vocabulary:

LESSON 5 (C0NT)

Conclusion: Restate your Focus Question Restate you prediction and state if you were

correct or incorrect in your thinking.(continue your conclusions by using 1 or more of

the following sentence starters) I noticed that……. I learned…….. I was surprised by……Next Question/I wonder……..

LESSON 6: LOOKING AT GROUND WATER AND RUN OFF

Focus Question: Where does the water go?

Prediction:

MaterialsStream table materials2-liter soda bottle9 oz squat cup with one small holeGraduate cylinderChina MarkerStringPermanent black marker

Plan: Student Activity Book page 9-10

LESSON 6 (CONT)

Data/Observations:

Paste Record Sheet 5-A in your science notebook

LESSON 6 (CONT)

Claims Evidence

1.

1.

2. 2.

3. 3.

New Vocabulary:

LESSON 6 (C0NT)

Conclusion: Restate your Focus Question Restate you prediction and state if you were

correct or incorrect in your thinking.(continue your conclusions by using 1 or more of

the following sentence starters) I noticed that……. I learned…….. I was surprised by……Next Question/I wonder……..

LESSON 7: LOOKING AT EROSION AND DEPOSITION

Focus Question: How does the speed of the stream affect the way water erodes or deposits soil?

Prediction:

Materials: Student Activity Book pp. __

Plan: Student Activity Book pp.__

LESSON 7 (CONT)

Data/Observations:Record observations from the investigation

LESSON 7 (CONT)

Claims Evidence

1.

1.

2. 2.

3. 3.

New Vocabulary:

LESSON 7(C0NT)

Conclusion: Restate your Focus Question Restate you prediction and state if you were

correct or incorrect in your thinking.(continue your conclusions by using 1 or more of

the following sentence starters) I noticed that……. I learned…….. I was surprised by……Next Question/I wonder……..