We Set the Standards! EXEMPLARS Best of SCIENCE 1997-1999 Exemplars K-2 Tasks ✏ Exemplars What Do We Know About Water? A Group Brainstorm We have had the water table out for free exploration and groups this week. Now, let’s share with each other what we already know about water. Yes, it can be something you know from your own life, or about something you discovered in our class. Later with partners, we will write what we know about water on a large, blue, paper water drop. Exemplars TM We Set the Standards! 271 Poker Hill Rd., Underhill, VT 05489 Phone 800-450-4050 What Do We Know About Water? - Page 3- Science Exemplars Grade Level K-2 What Do We Know About Water? A Group Brainstorm We have had the water table out for free exploration and groups this week. Now, let’s share with each other what we already know about water. Yes, it can be something you know from your own life or about something you discovered in our class. Later with partners, we will write what we know about water on a large, blue, paper water drop. Big Ideas and Unifying Concept(s) Cause-Effect Systems Interdependence Physical Science Concept(s) Properties of matter Life Science Concept(s) Populations and ecosystems Earth and Space Science Concept(s) Earth structures and systems Science in Personal and Societal Perspectives Concept(s) Personal health Time Required for the Task Allow ten minutes for whole group brainstorm, with 15-20 minutes for partner writing, (which could be done the next day). Exemplars TM We Set the Standards! 271 Poker Hill Rd., Underhill, VT 05489 Phone 800-450-4050 What Do We Know About Water? (cont.) - Page 4- Science Exemplars Context This is part of a larger water unit, designed to be used throughout the school year. The group brainstorm is an introductory activity which allows children to share what they already know about water. During this activity, the teacher can note children’s individual concepts, knowledge, and preconceptions about water. All children have the opportunity to be heard and their words are recorded and posted for the class to see and refer to later. All ideas are important and excepted. The whole-group water brainstorm begins the focus for our study, “Water Exploration.” Here is a possible teacher/student conversation to begin this activity: “Scientists, as we study water, we will be conducting scientific investigations. Tomorrow, we will each choose one thing we know about water and write it ourselves, (I mount these on water-drop shaped paper, after they are written on, and cut from, lined paper). We can use these to begin to decorate the water area and the classroom. Your homework tonight is to list three things you/family use water for at home. What the Task Accomplishes This pre-assessment activity begins the water unit activities across the curriculum. It allows children the opportunity to share and to see their words in print, gives the teacher an idea of the children’s background knowledge, and provides many different ideas and directions for further water study. How the Student Will Investigate In a whole-group setting, the teacher asks for the children’s ideas, thoughts, and prior knowledge about water. The teacher writes the children’s responses on chart paper. The chart can then be used to hang in the classroom, for children’s (conventional spelling) writing, to review water information, ideas, and new learning along the way, and/or possible water investigations later. Interdisciplinary Links and Extensions Science Water table investigation and exploration helps to generate new ideas for further study. Social Studies We made links to water-related careers (through speakers, books, and videos, etc.), visited some local water sites, and looked for water on maps. Exemplars TM We Set the Standards! 271 Poker Hill Rd., Underhill, VT 05489 Phone 800-450-4050 What Do We Know About Water? (cont.) - Page 5- Science Exemplars Language Arts and Movement Water words and phrases from the brainstorm can be written in blues and greens to create a “concrete poem” – that is, using the words to create a shape of a water droplet. There are also many literacy connections that can be made to the unit of study on water. We sing water songs, rhymes, and chants. Some children’s books that I use to promote discussion, questioning, movement activities, and water investigations include: Amy Loves The Rain, Julia Hoban, Trumpet Club, NY, USA, 1993; The Ballad Of The Pirate Queens, Jane Yolen, Harcourt Brace & Co. FL, USA, 1995; The Eensy Weensy Spider, Alan Daniel, Wright Group, WA, USA, 1990 (Big Book song about a spider going up a water spout); Make Way For Ducklings, Robert McCloskey, Scholastic, NY, USA, 1969; and One Cold Wet Night, Joy Cowley, Wright Group, CA, USA, 1984. Mathematics My students like to do measuring, counting, recording data, 3-D projects, and problem solving activities that integrate math and science (with water topics). Creative Arts I try to incorporate short hand plays, puppets, and art projects – such as water color scenes of water habitats with our water study. Teaching Tips and Guiding Questions Before the brainstorm about water, I gather supplies, including having water-related books all around the room. The following are not all necessary, but help to get the entire room prepared for a water unit/study. They include: a large plastic tarp for water area floor, a water table, clear plastic tubes, plastic bottles, various-size standard and non-standard measuring devices, and a hanging eye hook or clothes line over the water table for possible demonstrations, inventions, creative system play. Other good items for future investigations are: clear tubs, bins, turkey basters, eye droppers, cups, bubble solution, foil, clay, wooden craft sticks to be used for making boats, clip boards, writing materials, underwater slates, large Ziploc® plastic bags for children’s investigation questions, and various art supplies. Some questions to guide students are: 1. What do you already know about water? 2. What do you wonder about? 3. What do you want to learn? 4. What could you do to find out? 5. Does water always look and feel the same? 6. Where have you seen water in your house? school? outside? in books? 7. Can you describe how water feels? smells? looks? sounds? tastes? Exemplars TM We Set the Standards! 271 Poker Hill Rd., Underhill, VT 05489 Phone 800-450-4050 What Do We Know About Water? (cont.) - Page 6- Science Exemplars 8. Is water ever bad for you? good for you? 9. Who needs water? Why? How do they get it? Concepts to be Assessed (Unifying concepts/big ideas and science concepts to be assessed using the Science Exemplars Rubric under the criterion: Science Concepts and Related Content). • Earth Science: Earth Structures and Systems – Students explore water as an Earth material having physical and chemical properties. • Life Science: Populations and Ecosystems – Students explore water as an environment for many organisms and begin to understand how an organism’s characteristics and behaviors are related to the nature of its environment. Human activities have an impact on natural systems; changing human behaviors can lessen the impact on ecosystems. • Physical Science: Properties of matter – Students explore characteristics of water and liquids. • Science in Personal and Societal Perspectives: Personal health – Students explore how water is part of personal care (dental hygiene and cleanliness) and nutrition to maintain and improve health. Skills to be Developed (Specific science process skills to be assessed using the Exemplars Science Rubric under the criteria: Scientific Procedures and Reasoning Strategies and Scientific Communication/Using Data). Observing, Predicting/Hypothesizing, Drawing conclusions, Communicating findings, Challenging misconceptions, and Raising new questions Links to Science (and other) Standards Scientific Method: Students describe, predict, investigate, and explain phenomena. Scientific Theory: Students look for evidence that explains why things happen, and modify explanations when new observations are made. Physical Science – Properties of Matter: Students describe and sort objects and materials according to observations of similarities and differences of physical properties. Earth Science – Earth structures and systems: Earth materials are solids (rocks and soils), liquid (water), and gases. These materials have physical and chemical properties and are useful in different ways. Life Science – Populations and ecosystems: An organism’s characteristics and behaviors are related to the nature of its environment. Science in Personal and Societal Perspectives Concept(s) – Personal health: Personal care – dental hygiene, cleanliness, and exercise – will maintain and improve health. Nutrition is essential to health. The body needs food and water to work right and remain healthy. Exemplars TM We Set the Standards! 271 Poker Hill Rd., Underhill, VT 05489 Phone 800-450-4050 What Do We Know About Water? (cont.) - Page 7- Science Exemplars Suggested Materials For this activity, students only need lined paper, pencils, scissors, paste, and a water drop to glue words to. Recordings from the group brainstorm were available as a word/idea bank. Students can either trace and cut their own water drops or they can be prepared ahead of time. Possible Solutions Student writing required that pairs worked together to keep track of what was to be written and appropriate spacing of words when words were glued onto the water drops. Students were to write one complete sentence about water. Rubric and Benchmarks (Several Samples are Provided for Each level) Novice Samples (2) at this level are simplistic, in that they identify basic uses of water. (I drink water. I use water at the sink.) There is no evidence of understanding why we drink water or how we use it at the sink. Apprentice Samples (3) at this level, identify uses of water that are basic, but more specific. (I jump in the water. I take a shower. I take a bath.) There is some evidence of understanding how we use water. Playing in water, drinking water, and washing in water are typical responses at the Novice and Apprentice levels. Practitioner Samples (3) at this level, identify specific, basic uses of water and give reasons (I drink water because I’m thirsty.); or extend beyond basic needs (I use water to paint.); or extend a basic function to other things, ( I use water for washing dishes.). There is evidence of understanding that water is used in ways beyond meeting basic human needs – for pleasure and for getting work done. Exemplars TM We Set the Standards! 271 Poker Hill Rd., Underhill, VT 05489 Phone 800-450-4050 What Do We Know About Water? (cont.) - Page 8- Science Exemplars Expert Samples (4) at this level, show evidence of understanding that water is used by other objects and organisms to meet needs. Some show evidence of use of prior knowledge and experience (Speedboats speed in water. I use water for fishing.) Others show evidence of extended thinking, (I float a pencil. I like to play sink and float in the water.) Author Anet Hammett teaches Kindergarten at the Thatcher Brook Primary School in Waterbury, Vermont. Exemplars TM We Set the Standards! 271 Poker Hill Rd., Underhill, VT 05489 Phone 800-450-4050 What Do We Know About Water? (cont.) - Page 9- Science Exemplars Novice Student ideas are basic to human needs. There is no evidence of understanding why we drink water or how it is used at the sink. Exemplars TM We Set the Standards! 271 Poker Hill Rd., Underhill, VT 05489 Phone 800-450-4050 What Do We Know About Water? (cont.) - Page 10- Science Exemplars Apprentice Student responses are still basic, but are more specific – a bath, a shower, etc. There is some evidence of understanding how we use water and why. Exemplars TM We Set the Standards! 271 Poker Hill Rd., Underhill, VT 05489 Phone 800-450-4050 What Do We Konw About Water? (cont.) - Page 11- Science Exemplars Practitioner These samples give explanations for basic uses or extend use to other areas that are not as obvious. Exemplars TM We Set the Standards! 271 Poker Hill Rd., Underhill, VT 05489 Phone 800-450-4050 What Do We Konw About Water? (cont.) - Page 12- Science Exemplars Expert These samples extend thinking and draw on prior knowledge and experiences. They show understanding that other objects and organisms use water. Exemplars TM We Set the Standards! 271 Poker Hill Rd., Underhill, VT 05489 Phone 800-450-4050 What Do We Konw About Water? (cont.) - Page 13- Science
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