Water Works

1. Professor Petruso-O’Connor Pedagogy II Spring 2012 Water Works MST-NYC Inquiry Unit By : Evelyn Pulido And Tatyana Sumner

2. Table Of Contents TitleSlide 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-

3. MST-NYC Inquiry Unit Overview Water Works

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

5. Lesson 1: Summary • Students 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. .

6. Standards

7. NYC Science Scope and Sequence Inquiry Skills: Identifying variables- recognizing the characteristics of objects or factors in events that are constant or change Classifying- Arranging or distributing objects, events, or information representing objects or events in classes according to some method or system. Generalizing – Drawing general conclusion from particulars Process 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.

8. NCTM 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 others Connections-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 system Measurements- 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

9. ISTE NET’s Standards for Literate Students Research 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

10. Behavioral 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

11. Completed Motivational Activity Chart

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

13. Completed Scavenger handout

14. Completed Dotted Line Graph

15. Assessment for Lesson 1

16. Lesson 3 Float Away Or Sink and Stay?

17. Lesson 3: Summary • Students 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.

18. Standards

19. NYC 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 system Identifying variables – recognizing the characteristics of objects or factors in events that are constant or change Observing – becoming aware of an object or event by using any of the senses (or extensions of the senses) to identify properties Predicting – making a forecast of future events or conditions expected to exist Process Skills: PS 3.1ef – Test objects to determine whether they sink or float (Different materials, different shapes, boat design)

20. NCTM Math Skills Process Standards: Connections – recognize and apply mathematics in context outside of mathematics Representation – 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

21. ISTE 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

22. Behavioral 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.

23. Website for Exploration • http://www.sesamestreet.org/game_player/-/pgpv/gameplayer/0/d1c1f2a5-12ee-4812-b39c-3aefff4d0aac/sink_or_float?tr=y&auid=7408676 • Website Overview • The 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.

24. Completed Float or Sink Handout.

25. Completed Pictograph

26. Assessment for Lesson 3

27. Lesson 4 Stepping Up a Liquid Density Ladder

28. Lesson 4: Summary • The 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.

29. Standards

30. NYC 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 change Observing – becoming aware of an object or event by using any of the senses (or extensions of the senses) to identify properties Manipulating 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.

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

32. ISTE 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

33. Behavioral 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.

34. Screen shot of the PBS. Kids website

35. Completed Density Experiment

36. Completed Mystery Liquid Density Handout

37. Bar Graph

38. Assessment for Lesson 4

39. Filamentality

40. Water Works Filamentalityhttp://www.kn.att.com/wired/fil/pages/listwaterwota.html

41. Filamentality Rationale • Compilation 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.

42. THE END • Thank you!