Beruflich Dokumente
Kultur Dokumente
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Dr. K. A. Staples (Fall 2015)
aspects of a topic. (3-5-ETS1-1)
W.5.8- Recall relevant information from experiences or gather relevant information from print and digital sources;
summarize or paraphrase information in notes and finished work, and provide a list of sources. (3-5-ETS1-1)
W.5.9- Draw evidence from literary or informational texts to support analysis, reflection, and research. (3-5-ETS1-1)
Psychomotor: Students will be able to design a filter system for the dirty water to get the water as clean
as possible.
Affective: Students will be able to choose how to change their ways after seeing the pollution
demonstration.
Performing Below Grade Level: Scaffold students to think about the use of certain materials and guide
them in using them.
Performing Above Grade Level: If time allows, have students design a second filter system so they are
not sitting around and being unengaged in the engineering portion of the lesson.
ADHD: Students will be placed in small groups so there is more opportunities for hands on learning
during the engineering portion of the lesson.
MATERIALS Attach all materials, i.e., handouts, worksheets, PREPARATION Describe any advance preparations for the
etc., needed to teach this lesson. lesson.
Story: “Who Polluted Tuttle Creek” Fill film canisters with the ingredients
Clear bowl of water such as fish tank Attach canister labels to the film canisters
Film canisters Arrange the various supplies to build a filter system in a basket
Canister labels for the students
Canister ingredients: leaves, soil, dental floss, baking soda, Create PowerPoint
litter, water with coffee grounds, water with dishing soap, Create discussion questions
water with various colors of food coloring, vinegar, etc.
Various supplies to build a filter system: strainers, sponges,
cups, toothbrush, straws, washers, string, napkins, funnel,
coffee filters, paper clips, spoons, foil, saran wrap, cupcake
tins, clothespins, etc.
Discussion questions
PowerPoint
Safety Rules:
Remain in your group.
Do not open containers until instructed.
Do not consume anything in them.
Do not drink the water.
Do not mess with materials unless instructed.
If you need help, raise a quiet hand.
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Dr. K. A. Staples (Fall 2015)
5E LEARNING CYCLE PROCEDURES:
Engagement: In detail describe the initial Introductory Activity (e.g., open-ended problem, scenario,
demonstration, story, etc.). Include the Divergent (open-ended) Question to engage
individual student involvement in active scientific inquiry. Include appropriate
classroom procedures to initiate a positive learning environment.
During engagement, the teacher will read the story “Who Polluted the Potomac?” The teacher will substitute a
more familiar body of water near the students if wanted. This story will keep the students interested and
wondering what they will be doing regarding the water. The students will take part in the story by dumping
the contents of the film canister they are given into the water when their canister is stated in the story. This
requires the students to actively listen and be engaged in the story. During the introduction of the story, the
teacher may also ask some discussion questions regarding the water and what is going on.
During exploration, the students will be working with a small group of 2-3 students to create their own
filter system to clean the water. They will then be given various supplies that have been previously
picked out by the teacher. The students will only be allowed to use the supplies that they have been
given to create their filter system. The teacher will fill up a cup of dirty water and provide it to the
students when ready. The students’ objective is to get the water as clean as possible. Ultimately, the
students will fail and only get the water as clean as possible, because once the water is dirtied, it will
not be clean again. This connects to the psychomotor connection.
Explanation: Include scientific explanations appropriate for the grade, social, and
developmental levels of the learner. Provide a Convergent (closed) Question
Sequence to promote concept formation/term introduction, and science content
and/or process skills explanation(s). Finally, describe how students will
demonstrate cognitive construction of concepts, which include making
connections to exploratory activities.
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Dr. K. A. Staples (Fall 2015)
During the explanation phase, each group of students will have an opportunity to show off their filter
system and explain what they did. They will also be able to show the class how clean they actually got
their water. Teacher will ask what part was the most beneficial to the structure.
Elaboration: Describe a related Science Activity to provide opportunity for students to apply
key concepts to new/different situations. Students should show deeper
understanding of concepts, make decisions, and/or design [extended learning]
experiments to further engage in scientific inquiry.
During this phase, the students will group talk then full class discussion to share one or more things
they can do now to prevent pollution. In doing this, they can make specific examples for their lives and
connect to the affective objective.
Evaluation: Describe two ways in which you will assess student understanding.
(Note: one should involve either “performance” or “authentic” assessment).
Assessment (1)
Student Learning Outcome Description: Describe Criteria: Describe criteria Level of Mastery: Set the
(Cognitive Learning the assessment used to used to grade/score the level of acceptable
Objective): evaluate the student- assessment (include point performance using a
learning outcome(s). values) measurable quantity.
Students will be able to The assessment will We will be using an exit Acceptable performance will
analyze the effects of take place during the ticket with two questions on be that the students are
pollution. discussion questions to it for assessment. engaged in discussion with
see if they understand each other and their discussion
the relationship stays on topic. The students
between what they are must come up with at least one
doing in their world reason they can help stop
and how they can pollution on their sticky note.
change simple things
to create less pollution.
The students will write
one example on a
sticky note of how they
can help stop pollution.
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Dr. K. A. Staples (Fall 2015)
Assessment (2)
Student Learning Outcome Description: Discuss Criteria: Describe criteria Level of Mastery: Set the
(Psychomotor or Affective the assessment used to used to grade/score the level of acceptable
Learning Objective): evaluate the student- assessment (include point performance using a
learning outcome(s). values) measurable quantity.
Students will be able to The assessment will be The criteria for assessment Acceptable performance will
design a filter to get the to see if the students will be that the students are be the students being able to
water clean are able to build a filter creative and that the water is say why they engineered their
that gets some of the “cleaner” than it was before. filter the way they did and that
pollution out of the If presenting for grade, the water looks a little cleaner
water. We will have the teacher and students would than before.
students come forward design a rubric.
and show their filter
system and their two
cups of clean and dirty
water.
*******
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Dr. K. A. Staples (Fall 2015)