INTERACTIONS OF AIR, WATER AND LAND BLACK DIAMONDS: MERLINDA LIHAREVIC, NATHALY AREVALO, JAMILAH HUNTER, ROBERT DELBIANCO GRADE 4

UNIT CONTENTS LessonTitle Bloom’s Taxonomy Gardner’s Intelligences 1 What Goes Up, Must Come Down: The Water Cycle Knowledge, Comprehension, Application, Analysis, Synthesis Logical, Visual- Spatial, Verbal- Linguistic, Interpersonal 2 Upside Down: Natural Disasters Knowledge, Comprehension, Application Visual, Linguistic

LESSON 1 NYC Science Scope & Sequence Standards: PS 2.1c PS 2.1c - Describe and illustrate the natural processes by which water is recycled on earth (e.g., ground water, runoff). Inquiry Skills Inquiry Skills – Classifying Communicating Creating models Gathering and organizing data Manipulating materials Measuring Observing Process Skills Process Skills – Follow safety procedures in the classroom, laboratory, and field. Manipulate materials through teacher direction and free discovery. Observe, analyze, and report observations of objects and events. Observe, identify, and communicate cause-and- effect relationships. Observe, collect, organize, and appropriately graph data, then accurately interpret results. Communicate procedures and conclusions through oral and written presentations. Behavioral Objectives: 1.To identify the stages of the Water Cycle 2.To explain the relationship between each stage 3.To create a visual representation of the data collected during the experiment which communicates mathematical ideas

LESSON 1 Procedures: Day 1 Day 1 – o The children will gain prior knowledge about the water cycle. A short video clip (about 3-4 minutes long) will be presented. After the video, it offers a short test on the water cycle. As a class, the students will work on this test and while the teacher answers the questions. Inspiration 8 will be used to create a chart on new vocabulary words, where students will come up to the laptop to type the definitions while the screen is projected on to the Smart Board. Once children finish copying, the class will review and the teacher will wrap up by asking “Why is the Water Cycle important for living things?” Day 2 Day 2 – o The next day children will be given a worksheet to fill in the blanks with the different stages of the water cycle. Students will share and whoever did not type the previous day will get a chance. Reviewing continues as their will be an interactive website on the water cycle, the different stages, and states of matter. The teacher will demonstrate how to model their own water cycle. They will observe and record the findings of their mini water cycles for a week and a half. Day 3 Day 3 – o A week and a half later, the students will share, in their groups, their findings of the amounts of water. The class will come together to share: the height of the water level of the first day, the fourth day, and the last day and the amount of water in the mug and the bowl. Everyone will record this information and have to make a graph.

LESSON 1 Group Amount of Water in the Mug (mL)

LESSON 2 NYC Scope & Sequence Science Standards: PS 2.1e PS 2.1e - Investigate the negative and positive impact of extreme natural events on living things: Earthquakes Volcanoes Hurricanes Tornadoes Floods Fires Inquiry Skills Inquiry Skills – Inferring Predicting Gathering and organizing data Communicating Process Skills Process Skills – Generate appropriate questions (teacher - and student- based) in response to observations, events and other experiences. Observe, identify and communicate patterns. Make predictions based on prior experiences and/ or information. Communicate procedures and conclusions through oral and written presentations. Behavioral Objectives: 1.To create a presentation, through researching the web, on the negative and positive impacts of at least one natural event 2.To describe the natural events based on the presentations

LESSON 2 Procedures: Day 1 – o The teacher will provide examples of natural disasters. The students will fill out the K and W section of their KWL chart. After the motivation, the teacher will put up the video “Learn Grade 3 - Science - Natural Disasters” on the Smartboard. Questions will be asked and we will discuss how there are more natural events than the video explained. Once we discuss the different natural disasters, students will guess a number to determine which natural disaster they will discuss in their presentation. These presentations will be made using Prezi, where they will be posted. (6 natural disasters, 6 groups) Groups will get laptops to research: 1)What is the natural disaster? 2)Where does it occur mostly? 3)What happens during the natural disaster? 4)What safety precaution can be taken? 5)What are the positive and negative impacts? Day 2 – o (The second period of the students will continue to do research. They will write the answers to the questions given, in the section of the worksheet of their given natural disaster. So the volcano group will write their answers in the volcano section of the worksheet.) Day 3 – o (The third period they will present their findings.) Students will share their presentations and will fill in the sections of the worksheet as they present. Students will fill out the L part of their KWL, this will be their exit slip.

WEB 2.0 TOOLS Examples in Lessons : o Digital Story on Water Cycle o Videos from Scholastic and YouTube o Prezi Web 2.0 has helped us progress. Technology is everywhere, so it needs to be a necessity in schools. Web 2.0 helps children learn, do their work, and share it with others. In our lesson, children will be using the Internet to find information on natural disasters. They will then create a Prezi presentation on their specific natural disaster. Working in groups aids in building social skills, which is important amongst young children. Being able to use technology builds global citizenship.

MUSEUM TRIP We attended the Brooklyn Children’s Museum. Activities present in the area were hands-on and engaging. It is very useful, because hands-on activities interest students especially children, which will motivate them to want to learn leading to the success of absorbing important facts, information, and knowledge. Bringing children to a museum will also engage the students making them want to learn, because it gives them the opportunity to get out of the classroom and go beyond textbook knowledge, observing and experiencing new heights of beneficial learning.