pbl 5th grade

June 9, 2018 | Author: api-268936426 | Category: Water Cycle, Reading Comprehension, Water, Transparent Materials, Hydrology


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Daily PBL Plans7–11-15 Monday BIG IDEA: What would happen if tomorrow our state ran out of water? ENGAGE: Show kids a paper bag with a gallon jug of water hidden inside. Tell them that inside of the bag is THE MOST precious resource in the world. It is more important than gold or diamonds! ASK students to guess what it is. HINT: Every living thing on planet Earth needs this resource to survive. SHOW the students the container of water. Week #_____1_____ Tuesday ENGAGE: Water Cards Cut out the cards and order them from the activity you think uses the least amount of water to the activity you think uses the greatest amount of water. EXPLAIN: Have the groups explain “why” they ordered the cards the way they did. Wednesday GUEST SPEAKER SAWS the Stockton Area Water Suppliers Kristen Coon [email protected] (209)444-3126 The Incredible Journey Thursday Water Use Around the World – Ditto Students will find the approximate annual water use for each country in the table. For each calculation, change the factors to scientific notation, round decimals to the thousandth place, then multiply. Express your answers in scientific notation, rounded to the thousandths place. Learning is fun as students become water molecules in a fast-paced game that PASS OUT the Water moves them from Diary student page. oceans to rivers, Tell the students to plants, glaciers, lakes reorder the water cards and clouds; based on the evaporating, information in the condensing, water table. transpiring, accumulating, and ASK: precipitating to How did your guesses demonstrate the compare to the actual endless process of number of gallons the water cycle. The used? program also includes Reading from as in-depth review of Earth Science What surprised you the the water cycle and a mini text book: Dates: Sept. Friday Water Facts Pie Chart Ditto Use the data in the pie graphs of water distribution to set up and solve. Do questions 1 – 8, then regroup to go over the problems. Continue reading from the mini book ‘Earth’s Hydrosphere’ Review vocabulary words Read pages: 10 – 11 Getting Water Where It is Needed 12 – 13 California’s Water Needs most? Why? SAY: One way you can keep track of how you use water is by keeping a Water Diary. Using a Circle Map (Thinking Map), write the word water in the center circle. Brain-storm all the ways that we use water. First partner pair/share, then add to the group circle map on the white board. Ask: What are some different places in your house that water gets used? Tell the students as Water Detectives, they promise to monitor their home water usage every day and complete the Water Diary to share with the class. Break the class up into Fill in how many adults and children live in their household. HOLD UP the gallon jug of water you had in the bag yesterday. ASK: Estimate on the student page how many total gallons of water their household uses in one day by flushing the toilet, taking showers and baths, using the dishwasher, washing hands, brushing teeth, and using the washing machine. ASSIGN: Take the Water Diary home and fill it in for one full day on the week-end. The results will be calculated water filtering demonstration. [1 hour 30 minutes] Debrief: Reactions from the guest speaker’s presentation. Are you surprised at what you discovered? Why do you think we tend to place so little value on our water? Students are alarmed by the realization that fresh water is in such limited supply on Earth. Tell them: In the next three weeks you will learn how they can easily learn to conserve water and protect this precious resource. EL Strategies: Picture glossary word wall Hands on activities Partner English ‘Earth’s Hydrosphere’ by Ann Cambal. Vocabulary: Aquifer Condensation Evaporation Precipitation Reservoir Salinity Sea Level Sleet Water Cycle Water Table Watershed Match vocabulary words: Word/picture/de finition READ pages: 2-3 Water on Earth 4-5 Oceans of the World 6 – 7 Fresh Water 8 -9 Ground Water 14 – 15 California’s Water Sources 16 – 17 The Water Cycle 18 – 19 Cloud Formation Comprehension Questions: 1. What are the three main steps of the water cycle? 2. What is the main purpose of a water treatment plant? 3. How does groundwater become part of an aquifer? Write a paragraph about the use and importance of water resources in Stockton. groups of six. ASK five other teachers IF you may borrow their ipad for one hour. Make sure the ipads get the internet. Log each ipad onto: http://www.nbcnews.com /news/us-news/not-onedrop-how-long-willcalifornia-survive-lifewithout-n195976 [ NBC News’s coverage of California is Going Day in Tulare County which is experiencing severe water shortage. ] Each group of six will watch one of the following short news clips: 1. Not One Drop: How Long Will CA Survive Without Water? anonymously so we can get a class total. I don’t want any family to be considered a “water hog”! Activity: http://fcs.tamu.edu/ho using/4h/humanfaucet.pdf The Human Faucet Create a class bar graph on the following information:     2. It’s Sad For Me to See my Children Going Through This 3. I Feel Like A Homeless Person 4. It’s Frightening to  How many of you brush your teeth every day? How many of you brush your teeth in the morning? How many of you brush your teeth at night? When you brush your teeth, how many of you turn the water on and start brushing your teeth with the water running? When you brush learner with strong English speakers Intervention Lesson: Provide follow up activity in centers especially for those who come in and out the door during one and a half hours of the guest speakers time because they were in the mandatory Language! A, B, or C. This will help fill in the gaps for those students. EL Strategies: Write down key terms Word Wall Encourage participation Intervention Lesson: Students spend 4 – 5 minutes rereading test from the previous lesson (above). Teacher listens in and takes anecdotal notes. Students should read individually “quietly out loud” . Explain how people’s lives, homes, and businesses are affected. [Be sure to give details to show what you’ve learned about the importance of water. Use WORDS from the mini book as you write.] EL Strategies: Write down key terms Word Wall Encourage participation Intervention Lesson: Connect using decodable test focused on new sound spelling. Introduce necessary high frequency words. Take A Shower your teeth, how many of you turn 5. Sometimes I Pull Over the water off At a Gas Station to Wet while you brush my Hair Down. your teeth? [Do activity in the The groups will watch above web site] the very short segment and report to the other groups what they saw. EL Strategies: Hands on activity Whole group discussion Wait time following each group’s summary. Intervention Lesson: ADD in a preDesign the student assessment of groups creatively to students’ prior help lower or less knowledge . developed students. Small group work with the teacher as necessary EL Strategies: Relate prior knowledge Think/pair/share Graphic Organizers (Thinking Maps) Intervention Lesson: Group students according to focused needs. Plan for groups to be flexible and intensely focused on filling gaps. Daily PBL Plans Monday WATER DIARIES are due today! ASK: How did your predictions compare to the actual amount of water your households used in one day? What activity used the least amount of Week #_______2____ Tuesday SHOW students the cover of the book Down the Drain: Conserving Water by Anita Ganeri and Chris Oxlade Summary: Explains why we need water, how much water we use, where water comes from, how we can save water, Wednesday SHOW students the cover of the book A Cool Drink of Water by Barbara Kerley Summary: Beautifully illustrated with photographs, this book depicts people around the world collecting, chilling, and drinking water. Dates Sept. 14 – 18 - 15 Thursday Friday SECOND READ: READ ALOUD: Read aloud AGAIN, A Cool Drink of Water. Read pages 23-24 of Down the Drain. After reading ask: [Book introduced Tuesday Week 2] The What is the overall section is titled ‘Why message of this Is Clean Water So book? Important?’ Partners turn and talk. Point out the photo on page 23 of the village in Kenya. water in your household? What activity used the greatest amount of water in your household? Have students write the activity that used the MOST amount of water on a sticky note. Create on white board a Bar Graph titled: “Biggest WaterHogging Activity” The x-axis should be labeled with the seven categories of water usage from the Water Diary. The y-axis should be labeled “Number of Households. Students will place the sticky notes above the appropriate category. and why clean water is so important. SAY: This is a nonfiction book. It can help us learn more about water use and conservation. MODEL: Read through the table of contents. READ ALOUD: Pages 4 – 9 (it explains why we need water and how we use water). DISCUSS: reasons from the book. Look at the Water Diaries. Brain-storm ways to conserve water. SHOW students that the section on page 16 is titled: ‘How Can We Save Water At Home?’ READ ALOUD: the entire book. Stop and have the students infer from the photographs where they think the pictures were taken and what was happening. At the end of the book it tells the location and photo descriptions of each picture. SELECT several common household activities that use water (washing the dishes, washing a car, washing the dog, rinsing down the driveway, etc.). Have students observe these activities at home and time in minutes how long the water runs during each activity. IN CLASS, have the class time how long READ the back jacket flap about the author. “This book was born of an idea that I really wanted to share with kidshow very basic water is to everyone’s life. It’s something we all have in common, whether we turn on the faucet above our kitchen sink or haul water home from the water tap. Water is something that unites us.” Locate Kenya on a map. EXPLAIN: The author gained a new perspective on water use while living on Guam and in Nepal, where she not only hauled her own drinking water but also boiled it and treated it. How do they conserve their water? ASK: Why do you think she had to boil and treat the water she carried to her PASS OUT the Water in Kenya narratives. [They were written by Peace Corps volunteers]. Comprehension Questions: Where do the Peace Corps volunteers get their water? How does their daily water use compare to yours? Have you ever thought about what it would be like not to have water so readily available? What things would you have to do differently? If your school had no plumbing where ASK: What was the biggest “water hogging” activity for the class? What are some ways to reduce the amount of water used for that activity? Partner Pair/Share ideas EL Strategies: Large amount of interactions with other students during discussions. Intervention Lesson: Direct students to turn to a neighbor and use Think-PairShare to explain the purpose of a bar graph (when you want to show data that can be read and compared quickly). When they are finished, have the whole class stand up. READ ALOUD: pages 16 – 21 about saving water at home and school. WORKING in pairs several ways they could conserve water on the back of their Water Diaries. [SAVE Water Diaries for Monday May 18] EL Strategies: Scaffolding – understanding what a ‘diary’ is. Intervention Lesson: Provide follow up practice activity in centers. it takes to fill a gallon milk jug at the classroom sink. Use this number to calculate HOW many gallons/minutes water comes out of the tap. Have the students then calculate how many gallons of water were used for each activity such as washing the dishes, the car, etc. USE THESE QUESTIONS ON A FOLLOW UP DAY! ASK: If you had to haul your own water yourself, assuming you can carry a gallon milk jug in each hand, how many trips to the community water tap would it take to wash the dog? [Use a generic amount for dog washing – since not home? Math Working in cooperative groups: Using the same ideas from yesterdays activity about washing the dog. Predict how many gallons it takes to wash an average American car. Again… ASK: If you had to haul your own water yourself, assuming you can carry a gallon milk jug in each hand, how many trips to the community water tap would it take to wash the car? would you have to go to get water? Visit the web site: (http://maps.google. com) Enter your school’s address. Find the closest natural source of water for your location. Calculate the distance to the source by using the “Get Directions” feature. ASK: Imagine what it would be like to carry water from that source back to the school. How far would you have to walk? [Calculate how many gallons of water were used for this activity] How many times would you need to fill a bucket? EL Strategies: Brainstorming Comprehension REMIND: It is NOT safe to drink water from a Ask a student pair to explain when they would use a bar graph. all students or teachers OWN a dog.] Math lesson EL Strategies: Realia – seeing the gallon size of water, lifting it themselves. Intervention Lesson: Learn more about where your community’s drinking water comes from in the National Geographic lesson plan: Splish-Splash: Water’s Journey to My Glass. check Cooperative Dialogue Intervention Lesson: Designing the student groups creatively to help the lower or less developed students. Small group with the teacher. lake, river, or stream. The water must be boiled and filtered before drinking. EL Strategies: Group discussion Cooperative dialogue # off 1 – 4 each student pairs with another student from a different group who has the same number. Intervention Lesson: Extra support for those students who cannot calculate the distance. [Math] Daily PBL Plans Monday ASK: Have your ideas changed about your own water use? How? SAY: There are many things they can do at home and school to conserve water? Have students revisit their water diaries to determine where their families might be wasting water. REREAD the list of water conservation ideas they wrote on the back of their Water Diaries. REVIEW IDEAS: [Possible ones kids may come up with]  Turn off the tap when brushing teeth.  Take showers instead of baths; limit your time in the shower to 5 minutes or less. When running a bath, plug the drain before turning of the water. Adjust the temperature as the Week #______3_____ Tuesday Shower and Decide http://fcs.tamu.edu/housing/ 4h/shower.pdf Read over the hand out from the above source. Do the activity. Talk about ONE way of conserving “some” water would be minimizing everyone’s shower to 5minutes. “The Five Minute Shower” Once again it would be ‘wise’ to borrow the ipads from the teachers you borrowed them from in Monday Week 1. Governor Brown is issuing mandatory water restrictions for the state of California. To help your family take five minute showers, I want you to create a 5-minute play list on a CD. A single song, or combination of two songs needs to be exactly five minutes long. An example: Wednesday Today groups will look over their multi-flow maps and decide what is or are the best solutions to the water wasting problem as Americans wait for warm water to heat up. To give groups something to think about BEFORE they start really digging in to yesterday’s task, I will have them watch the following video: #TheWaterProje ct – You tube See what happens when the water crisis comes to the Dates _Sept. 21 – 25 - 15 Thursday Use this time for groups to plan, and prepare for their ideas to be presented via video format tomorrow. This video will be part of the final day’s culmination. EL Strategies: Scaffolding understandin g Purposeful grouping Background Knowledge Extended Discussion Friday Today videoing of EACH group to use as culminating project. However, today’s Public Service Announcements will be viewed by each group. Each group will have a ‘solution’ to the excess water waste problem, as showers are being heated up. RUBIC score as scored by peers and teacher. EL Strategies: Make lessons visual. Link new tub fills. Install low-flow showerheads Scrape dishes instead of rinsing before putting in the dishwasher Run the dishwasher with full loads Turn off the water when washing dishes by hand, and rinse all at once or in batches Wash full loads of laundry; adjust the water level to the size of the load. If the home does not have a low-flush toilet, reduce the amount of water used to flush by displacing tank water with two half-gallon plastic jugs filled with pebbles or water. Repair dripping faucets Keep a bottle of drinking water in the refrigerator instead of running tap water to cool it for drinking. Don’t defrost frozen food with running water – plan ahead and defrost overnight in the refrigerator, or defrost in the microwave. WRITING: Have each student create a water conservation plan for their household. Earlier finishers can make water saving tips to post in key areas around their homes, such as over the ‘Rockaway Beach’ by the Ramones 2:06 -and‘Baby Let Me Kiss You’ by King Floyd 2:54 Let teams explore the iTunes store to explore combinations of a song or two songs that total time running equals exactly five minutes. Make a class “play list” from each of the teams. With money from your generous donations purchase music CDs for each student in your class. Put the 5-minute shower songs on the CD. Encourage students to share with their family. When the song(s) is/are done, they get out of the shower for that day. local Hollywood Theater. Group time to come up with the P.S.A. Filming is Friday. What can people do to NOT waste that precious water that American’s wait for as they are waiting for their shower to heat up??? EL Strategies: Scaffolding understanding Purposeful grouping Math: Each shower uses 2.5 gallons Background of water a minute. It takes Knowledge an average shower two minutes to heat up. Extended Discussion 1. How many gallons of water are being wasted by Valuing EACH member of your family Linguistic as they take a shower each Differences Valuing Linguistic Differences Interventio n Lesson: Small group work with the teacher. Creatively help the lower or less developed students create an informative Public Service Announcement that isn’t silly. information to prior knowledge. Determine key concepts for the unit and define language and content objects for each lesson. Modify vocabulary instruction for ELLs. Use cooperative learning strategies. Modify testing and homework for ELLs. Intervention Lesson: Small group work with the teacher IF the students are bathroom sink, on the dishwasher, near the bathtub, etc. Encourage students to use ideas from the book Down the Drain or the EPS’s Water Sense for Kids website (www.epa.gov/watersense/k ids) EL Strategies: Large amount of interactions with other students. Scaffolding understanding. day? 2. Stockton’s population is close in estimate to 300,000 people. Image EVERY Stocktonian took a shower each day and wasted 2.5 gallons of water. How many gallons of water are wasted in Stockton, CA ALONE??? TASK: By Friday September 25th, have your team of four create a PSA (Public Service Announcement) that we will tape on our ONE lap top on Photo Booth. These will be presented in class Friday. The PSA should explain to people WHAT to with this HUGE amount of wasted water. Extended discussions. Intervention Lesson: EXTRA support. Sitting with the students who have an I.E.P. OR sending them to the Resource teacher at this time to get extra support in their writing. Begin by coming up with ideas in your groups. Today perhaps use a multi-flow map to guide your thinking. Intervention Lesson: Organizational strategies Individual Project Choices, instead on the P.S.A. having a difficult time peer scoring the rubrics of the other groups. In the center box, kids should write: Huge amount of water get wasted waiting for showers to heat up. What leads to this (on the left)…what is the outcome.. (on the right). What suggestions or solutions do kids have to prevent this HUGE water waste problem? EL Strategies: Help Spanish speakers pick out Spanish songs for their 5-minute shower. Their families would probably appreciate it. Thinking maps to help organize their ideas about the huge water waste issue. Help them find some logical solutions. Intervention Lesson: Thinking Maps – scaffolding understanding about the water waste issue. Daily PBL Plans 2______ Monday This morning the class will be going to the computer lab to spend one hour independently researching the web site: Geography4kids.co Week #_______4_____ Tuesday Group discussion: Water conservation is one of the most important issues of our time. By the year 2025, half Wednesday Startling Statements[These statements will have to do the water conservation, water shortages Dates Sept. 28 – Oct. Thursday With California is a drought, water is more important than ever. Helping your students become stewards of water is essential. Today students will create posters that Friday Unit Assessment Today Kristen Coon from SAWS will return to judge the Water Conservation posters. m Hydrosphere This web site is a wonderful review of: Oceans, lakes, rivers, glaciers, ground water, polar caps that will be on the final assessment on Friday October 2nd. This web site has lots of math, science, and language arts components. Pass out a STUDY GUIDE for Friday’s assessment. EL Strategies: Pairs check – cooperative grouping so the EL student is paired with a strong English language student for clarification. Intervention of the world’s population will experience a water crisis unless steps are taken now to conserve resources. Use a world map. Show students some of the areas in the word that are currently suffering from water shortage: 12 million people in the Sudan 5 million people in Venezuela 2 million plus people in Ethiopia About 884 million people across the globe do not have access to safe drinking water every day. Talk about the meaning of conservation and reasons to conserve water. Explain what a water meter is and how it works and where to find it. Reading the six digits across, students will around the world, highlight tips such as etc.] watering at the right times, plant water-wise Students are told plants, take 5-minute not to look at the showers and catch rain startling water to use in the statement garden. (question) that they have on ASK in advance to their backs. borrow the school’s They circulate ‘chrome book’ cart so asking five other students can look up a students to good water saving tip. provide an The theme of the poster estimate for an should be: answer. After finding the “Waste No Water average of the Now” five estimates provided by Ask students to think others, students again about how much look at their they use water and how statements much they SHOULD (questions) and value it. write their own estimate if they Have them draw disagree with the themselves, friends, average. Actual family, classmates or answers are the community given after the conserving water students share TODAY. We all need to estimates with do our part to waste no the whole group. water now. REVIEW FOR As an added bonus, When Kristen arrives, each student will present their posters and explain their ideas for ways our city can save water so we don’t run out. During lunch while the students are out of the room Kristen will award the winning student with a special Water Conversation Detective Ribbon. EL Strategies: Comprehension check, read parts of the test aloud to them if they need help. Intervention Lesson: Read parts of the assessment Lesson: Plan for certain groups of students to need a lot of extra support negotiating the web site. Plan for groups to be sitting near each other. Teacher plan to be flexible and intensely focused on filling gaps. mark the “starting” number shown on the meter. Tell kids to check their meters once a week on the same day and record the “ending” number shown on their water meter. The difference is the amount of water consumed. PRACTICE in class. Draw a water meter on the board. Show the kids a starting number. Have the class brain storm: Each student will add a day’s total to the pretend water meter. How many times a day do you think your family flushes the toilet? Multiply that number by ASSESSMENT ON FRIDAY Today kids will get out their study guides passed out on Monday. They will go over each vocabulary word, and component to make studying at home with a partner easy. They will practice in class with table mates. EL Strategies: Reviewing previously taught material in an interesting manner. Using ‘joking’ frequently as a way to say the same thing in a slightly different way. Students want to learn what is “funny”, they want to join in on the ‘fun’! Kristen Coon, the woman who did the water presentation on week one will be visiting the classroom again to put a ribbon on the MOST creative poster. That poster will also be displayed in the front office of her company! Show the students examples of the past two years winning posters. Winner 2014 Winner 2013 NOTE: This project will out loud for some students. Modify the test for other students. 5 gallons. How many people are in your family. Let’s assume they ALL now take a five minute shower. Multiply the number of people in the family by 25 gallons. How many times a day do you brush your teeth? Multiply each person in the family by 2 gallons. How many times does your family use the dishwasher each day? Multiply that number by 10 gallons. ADD up all the water usage and add the numbers to the total already on the water meter. SHOW the kids how you would then subtract the “starting number’ from the “ending number”. Tell them to become water stewards at Intervention Lesson: Sit with these students – bring you teacher board with a copy of the study guide. Your goal is to HELP these students understand the material being taught. obviously take longer than the allotted one hour time frame. Since Mrs. Coon is returning to the classroom tomorrow, allow the children as long as they need to create their posters. The important thing here is the posters are entirely student generated! They may not take them home, so there is NO chance that a parent can create the poster for them! If they win, it’s all on their own efforts. They will be proud! EL Strategies: Realia – seeing the past winner’s examples. Intervention Lesson: Spelling check on posters for these students. home and alert their families if the water usage starts going up. There may be a leakage somewhere. EL Strategies: Integrate language and content. Teach mathematical vocabulary, if necessary. Tap prior knowledge about what students may or may not know about a water meter. Intervention Lesson: Explicit instructions and practice in reading, writing word problems.
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