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Water WorksMST-NYC Inquiry Unit By : Evelyn Pulido And Tatyana SumnerSpring 2012Professor Petruso-OConnorPedagogy II1Table Of Contents Title Slide

MST-NYC Inquiry Unit Overview.3

Lesson 1: Solid, Liquid, and Gas, OH MY!!..................................4 - 15

Lesson 3: Float Away or Sink and Stay.16 - 27

Lesson 4: Density Ladder..27 - 38

Filamentality..39-2MST-NYC Inquiry Unit OverviewWater Works3Lesson 1Solid, Liquid, and Gas. OH MY!!

4Lesson 1: SummaryStudents will identify objects that are either a Liquid, Solid, or Gas using a grid. The teacher will advise students that these three selections are states of matter. Students will be asked to determine if an object could be more than one state of matter.The teacher will tell students that they will learn about the different states of matter of water. The teacher will read, What Makes it Rain? By Keith Brandt. Ask students what are the three states of matter for water.The teacher will review the vocabulary words for this lesson. The students will conduct the scavenger hunt on line where they will search for questions that focus on States of Matter. Students will create a dotted line graph illustrating the different melting points for five different solid objects using the data collected from question 10 in the scavenger hunt handout. .

5Standards6NYC Science Scope and SequenceInquiry Skills:Identifying variables- recognizing the characteristics of objects or factors in events that are constant or changeClassifying- Arranging or distributing objects, events, or information representing objects or events in classes according to some method or system.Generalizing Drawing general conclusion from particularsProcess Skills:PS 3.2 a,b- Examine and describe the transformation of matter from one state to another, e.g., solid water (ice) to liquid (water) to gas (water vapor).PS 3.2 b, c- Predict and investigate the effects of heat energy on objects and materials.

7NCTM Math Skills:

Process Standards:Reasoning and Proof- Select and use various types of reasoning and methods of proof.Communication- Communicate their mathematical thinking coherently and clearly to peers, teachers and othersConnections-recognize and apply mathematics in contexts outside of mathematics.Representation- Create and use representations to organize, record, and communicate mathematical ideas. Content Standards:Numbers and Operations Understand numbers, ways of representing numbers, relationship among numbers and number systemMeasurements- Understand measurable attributes of objects and the units, systems, and processes of measurement. Apply appropriate techniques, tools, and formulas to determine measurements. Data Analysis & Probability Formulate questions that can be addressed with data and collect, organize, display relevant data to answer them

8ISTE NETs Standards for Literate StudentsResearch and Information Fluency-b. Locate, Organize, Analyze, evaluate, synthesis, and ethnically use information from a variety of sources and media.c. Evaluate and Select information sources and digital tools based on the appropriateness to specific tasks.Technology Operations and Concepts understand and use technology systems

9Behavioral Objectives To name three examples of states of matter (liquid, solid and gas), they are familiar with.

To identify correct information in scavenger hunt websites to answers the scavenger hunt questionnaire

To produce a dotted line graph illustrating melting points of 5 solids along an increasing temperature line

10Completed Motivational Activity ChartLiquidSolidGasWaterA BrickFlatulence MilkWoodHelium balloonJuiceRockAirWaterIceSteam11Scavenger Hunt

http://www.kn.att.com/wired/fil/pages/huntwaterwota.html 12Completed Scavenger handout

13Completed Dotted Line Graph14Assessment for Lesson 1

ASSESSMENT RUBRICBehavioral ObjectiveTarget3Satisfactory2Unsatisfactory1To name three examples of states of matter (liquid, solid and gas), they are familiar with, in their science notebooks.Student named three examples for each state of matter in correct areas in their science notebook.Student named 2 examples of each state of matter with some errors in placement in their science notebook.Students name less than 2 examples of each state of matter in their science notebook.To identify correct information in scavenger hunt websites to answers the scavenger hunt questionnaireStudent correctly identified the answers to the scavenger hunt questionnaire with no errors and answered question 11 with clear explanations.Student identified the answers to the scavenger hunt questionnaire with 3 4 errors and answered question 11 with limited details.Student identified the answers to the scavenger hunt questionnaire with 5 or more errors and answered questions 11 with no details.To produce a dotted line graph illustrating melting points of 5 solids along an increasing temperature lineStudent created a dotted line graph correctly representing the melting points of 5 different solids. The graph is labeled accurately, contains a key.Student created a dotted line graph representing the melting points of 4-3 different solids with 1-2 errors.The graph is created with 1 error in labeling, or contains an unclear key.Student created a dotted line graph representing the melting points less than 3 solids with more than 2 errors. An attempt at creating a graph was made with more than 3 errors in labeling. 15

Lesson 3Float AwayOrSink and Stay?

16Lesson 3: SummaryStudents will discuss different objects and whether or not they think these objects will sink or float.The teacher will read, What Floats? What Sinks? A look at Density.The teacher will review the vocabulary words with the students. Using a Smartboard the teacher will show the sesame street website , called Sink or Float. Students will return to their desks which will have a variety of different objects to fill out the , Float or Sink Handout. Share our results.Students will create a pictograph of the objects that floated or sank.

17Standards18NYC Science Scope and Sequence:

Inquiry Skills:Classifying arranging or distributing objects, events, or information representing objects or events in classes according to some method or systemIdentifying variables recognizing the characteristics of objects or factors in events that are constant or changeObserving becoming aware of an object or event by using any of the senses (or extensions of the senses) to identify propertiesPredicting making a forecast of future events or conditions expected to existProcess Skills: PS 3.1ef Test objects to determine whether they sink or float (Different materials, different shapes, boat design)

19NCTM Math SkillsProcess Standards:Connections recognize and apply mathematics in context outside of mathematicsRepresentation Use representation to model and interpret physical, social and mathematical phenomena. Content Standards:Data Analysis and Probability collect data using observations, surveys, and experiments represent data using tables and graphs

20ISTE NETs Standards for Literate Students

Creativity and Innovation c. use models and simulations to explore complex systems and issues

Technology Operations and Concepts understand and use technology systems

21Behavioral Objectives

To create a prediction chart (hypothesis) of possible outcome of the float or sink experiment.

To verbally categorize objects that sink and objects that flow, identifying similarities and differences.

To create a diagram (pictograph) of objects that flow and objects that sink basked on predictions and results.

22Website for Explorationhttp://www.sesamestreet.org/game_player/-/pgpv/gameplayer/0/d1c1f2a5-12ee-4812-b39c-3aefff4d0aac/sink_or_float?tr=y&auid=7408676

Website OverviewThe video begins automatically.Cookie monster and Emma check different objects to drop into a tank to see if they sink or float. Students are able to chose the objects to test. Students are exposed to Hypothesis, and they are asked to decide if the object they chose would sink or float in order for the video to continue.

Diversity for students are evident because the visual component of the video along with audio. If students are ELL they are able to see the objects and hear the different pronunciations for the objects.

23Completed Float or Sink Handout.

24Completed PictographCategoryNumber of Object in a CategoryKEYPredictedWill Sink = 2 ObjectsPredictedWill FloatSankFloated

25Assessment for Lesson 3

ASSESSMENT RUBRICBehavioral ObjectiveTarget3Satisfactory2Unsatisfactory1To create a hypothesis chart, predicting the outcome of the objects ability to float or sink when dropped in water, based on objects physical features.Student filled in a hypothesis chart predicting the outcome for all 10 objects in the experiment, listing at least 3 physical characteristics for each object. Student filled in a hypothesis chart, predicting the outcome for 6-8 objects in the experiment, listing 2 physical characteristics for each object.Student filled in a hypothesis chart, predicting the outcome for 1-5 objects in the experiment, listing 1 or no physical characteristics for each object.To verbally express and categorize the objects that sink and float, identifying similarities and differences.Student clearly defined the categories for objects that sink or float, citing similarities and differences in each group.Student defined categories for objects that sink or float, but was unclear on specific similarities and differences attributed to those categories Student was unable to place objects into categories or identify similarities and differences of the objects without prompting and assistanceTo create a pictograph representing how many objects were predicted to sink and float and how many actually sank and how many floatedStudent created a pictograph representing how many objects were predicted to float and sink and how many actually floated or sank.The graph is labeled accurately, contains a key and numeric/pictorial representation is correctStudent created a pictograph representing how many objects were predicted to float and sink and how many actually floated or sank. The graph has an error in the labels or key or incorrectly calculated for pictorial representation.Student has difficulty correctly creating a pictograph representing the number of objects that floated and sank. The graph lacks labels, key and is not calculated correctly.26Lesson 4Stepping Up a Liquid Density Ladder

27Lesson 4: SummaryThe teacher will review with the students states of matter, and density.The teacher will discuss with students that all liquids have density.The teacher will read, The Properties of Liquids by Marylou Morano Kjelle, Chapters, Special Properties of Water and Liquids and Density.Using a Smartboard the teacher will present a video from PBS Kids showing an experiment similar to the one they will be conducting. Students will be presented with different mystery liquids to pour into a cup each liquid would be a different color.The students will fill in the Mystery Liquid Density Handout to determine which liquid they have in the mystery cups. The Students will create a bar graph with the different densities of the liquids they have. 28Standards29NYC Science Scope and Sequence:

Inquiry Skills:Creating models displaying information, using multisensory representations.Identifying variables recognizing the characteristics of objects or factors in events that are constant or changeObserving becoming aware of an object or event by using any of the senses (or extensions of the senses) to identify propertiesManipulating materials handling or treating materials and equipment safely, skillfully and effectively.Process Skills:PS 3.1 a,b,c,d,e Observe, describe and explore the physical properties of water. PS 3.2 c Predict, observe and examine different substances to determine their ability to mix with water.30NCTM Math Skills:

Process Standards:Connections recognize and apply mathematics in context outside of mathematicsRepresentation Use representation to model and interpret physical, social and mathematical phenomena. Content Standards:Data Analysis and Probability represent data using tables and graphs

31ISTE NETs Standards for Literate Students

Creativity and Innovation c. use models and simulations to explore complex systems and issues

Technology Operations and Concepts a. understand and uses technology systems, b. select and use applications effectively and productively

32Behavioral Objectives

To work within a group and contribute to safely and accurately conduct the experiment To identify each liquid and fill out a data chart based on the density information and observation.To illustrate using a bar graph the various liquids and density values from the experiment.

33Screen shot of the PBS. Kids website

34Completed Density Experiment

35Completed Mystery Liquid Density Handout

36Bar Graph37Assessment for Lesson 4

ASSESSMENT RUBRICBehavioral ObjectiveTarget3Satisfactory2Unsatisfactory1To work within a group and contribute to safely and accurately conduct the experiment.Student worked well within a group and made significant contributions to safely and accurately conduct the experiment.Student worked within a group and made minor contributions to safely and accurately conduct the experiment.Student made no contribution to safely and accurately conduct the experiment within a group.To identify each liquid and fill out a data chart based on the density information and observation.Student identified each liquid and filled out a data chart accurately using the density information and observation. Student identified each liquid and filled out a data chart using the density information and observation, making 1-2 errors. Student identified each liquid and filled out a data chart using the density information and observation, making 3 or more errors.To create a bar graph representing the various liquids and density values from the experiment.Student created a bar graph accurately representing various liquids and density values from the experiment. All colors matched the appropriate liquids and bar graph was labeled correctly. Student created a bar graph representing various liquids and density values from the experiment. Colors and values matched the appropriate liquids and bar graph was labeled with 1-2 errors.Student created a bar graph representing various liquids and density values from the experiment. There were 3 or more errors with density values or colors matching the liquids or bar graph was lacking labels. 38Filamentality39Water Works Filamentalityhttp://www.kn.att.com/wired/fil/pages/listwaterwota.html

Filamentality RationaleCompilation of interactive activities and technology use encourage students to participate in their learning experience.This website allows students to interact with different learning tools, visual, auditory and linguistic. Visual and auditory activities are especially helpful to ELL students allowing them to experience the information in various ways. Keeping valuable learning websites in one places also benefits educators for easy access when needed. THE ENDThank you!