I just wanted you to know that I did my lesson plan on where water is found in our surroundings and how it gets there. I did my web evaluations on the following sites:
www.epa.gov/region7/kids/drnk_b.html
www.captainwater.com/where-does-water-go.html
ga.water.usgs.gov/edu/qahome.html
Sunday, May 30, 2010
Wednesday, May 26, 2010
Here are the websites I plan to review.
Safewater's Groundwater for Kids
UGGS Water Science for Schools
ProjectWET
I realized I saved this message but didn't post it. These are the websites I review in case you are curious.
Safewater's Groundwater for Kids
UGGS Water Science for Schools
ProjectWET
I realized I saved this message but didn't post it. These are the websites I review in case you are curious.
Katelyn,
I'm sure it sounds a little weird that I mentioned the water cycle to go with our topic but there was a chart on the website with the water cycle that related directly to getting groundwater in homes. I thought that maybe since we were talking about water leaving different places we could also incorporate water coming in. We can talk more about it later but here's the page so you can check it out.
Water Cycle
I'm sure it sounds a little weird that I mentioned the water cycle to go with our topic but there was a chart on the website with the water cycle that related directly to getting groundwater in homes. I thought that maybe since we were talking about water leaving different places we could also incorporate water coming in. We can talk more about it later but here's the page so you can check it out.
Water Cycle
Web Evaluations
Group Members, as you know we have to evaluate three different websites that we will be using for our project. As we are each creating different lesson plans I think it will be simple to choose different ones pertaining to our topic. The three I evaluated are:
http://encyclopedia.kids.net.au/page/se/Sewage_treatment
http://www.bcwater.org/waterfacts/wastewatertreatment.asp
http://www.britannica.com/EBchecked/topic/4524/activated-sludge-method
Also, Note that my lesson plan was for third graders. As we havent discussed grade level or specific plans for each of us, let me know if you want me to switch by tonight so that i can change mine to fit yours before my flight tomorrow morning. I hope third grade works for you!
Lastly, some ideas for lesson plans for you: home/school plumbing, process of water moving underground to water treatment plant.
goodluck!
http://encyclopedia.kids.net.au/page/se/Sewage_treatment
http://www.bcwater.org/waterfacts/wastewatertreatment.asp
http://www.britannica.com/EBchecked/topic/4524/activated-sludge-method
Also, Note that my lesson plan was for third graders. As we havent discussed grade level or specific plans for each of us, let me know if you want me to switch by tonight so that i can change mine to fit yours before my flight tomorrow morning. I hope third grade works for you!
Lastly, some ideas for lesson plans for you: home/school plumbing, process of water moving underground to water treatment plant.
goodluck!
Completed Lesson Plan with: PowerPoint, Hotlist and Rubric
Sewer Investigation
Author: Katelyn Nevins based on lesson by: katelyn nevins 05/26/2010 11:31:00 AM EDT TaskStream - Advancing Educational Excellence
VITAL INFORMATION
Subject(s):
Elementary, Family and Consumer Science, Research
Topic or Unit of Study:
Water Resources: Investigation of where water goes once flushed down a toilet
Grade/Level:
3
Objective:
Students will research the "activated sludge process" using a hotlist.
Students will create a PowerPoint describing the "activated sludge process."
Students will present their PowerPoint to the rest of the class.
Summary:
Students will use a hotlist to research information and create a PowerPoint.
IMPLEMENTATION
Learning Context:
This is the third lesson in a unit investigation of water being flushed down a toilet. The first lesson would be about how plumbing works, the next would be about how water travels from home to a wastewater collection system. The next lesson will be more about the filtering process in a water treatment center.
Procedure:
Day One:
Discuss what we have learned so far about where water goes once flushed down a toilet.
Play the Wastewater Treatment Plant PowerPoint for the class.
Take students to the library or a computer lab, where the media specialist will reveiw Safe Surfing on the web, with the class.
The media specialist will also reveiw with the students how to use the hot list.
Take students back to our classroom where we will create a list on a large piece of paper, reveiwing Safe Surfing and using a hot list, to take to the library/computer lab next time.
Day Two:
Review with class the paper about Safe Surfing and using a Hot list.
Take the students to the library/computer lab to begin their research about "activated sludge process."and post the paper in a location where the kids could refer to it as needed.
Review with students how to cite internet sources.
Have students type a few sentences about what they learned so far on the internet about the "activated sludge process," and cite their sources.
Reveiw with students how to save Word Documents.
Have students save their work.
Take students back to the classroom for a class disscusion regarding what they learned.
Day Three:
Take students to the library/computer lab to begin their PowerPoints.
Review with students how to create PowerPoints.
Remind students to use work from the previous day.
Handout Flash Drives, and reveiw with students how to save work to them.
Take students back to classroom and reveiw our unit.
Day Four and Five:
Hand out Flash Drives.
Take students to the library/computer lab where they will present their slide shows.
Once they are completed the class will discuss where in the process of water going down the toliet the "activated sludge process," fits and why it is important.
Lastly, the class will add to a list of questions we will ask on a field trip to the Kalamazoo Water Reclamation Plant about the "activated sludge process."
Differentiated Instruction:
The PowerPoint helps students who are visual learners understand the wastewater process. Our class discussions and reveiws will help auditory learners. The library/computer lab would be set up for students with physical diabilities. Me, the teacher along with the classroom aid will be assiting students with learning disabilities.
Sample Student Products:
As this lesson has not been taught, there are no student samples.
Collaboration:
Students will work individually.
Time Allotment:
5 class periods. 45 Min. per class.
Author's Comments & Reflections:
As the teacher, I will need to make sure to reserve the library/computer lab for five days. I will also need to make an appointment with the media specialist for the first day of the lesson. I will need to make sure each student has a flash drive prior to this lesson. Lastly, I will have to make sure I have means to show the PowerPoint in our classroom on the first day of the lesson.
MATERIALS AND RESOURCES
Instructional Materials:
Attachments
1. Hotlist
2. Waste Water Treatment Plant Slideshow
Resources:
* Materials and resources:
Large pieces of paper and markers to write down the information about Safe Surfing and a hot list from the media specialist as well as any remaining questions about the "activated sludge process."
* Technology resources:
Firefox, PowerPoint, One Flash Drive for each student.
* The number of computers required is 1 per student.
* Students Familiarity with Software Tool:
Students will need to know how to use PowerPoint.
Students will need to know how to type.
Students will need to know how to use Microsoft Word.
Students will need to be familiar with Safe Surfing and using a hot list.
Students will need to know how to use a Flash Drive.
* Reservation of the library/computer lab for five days
STANDARDS & ASSESSMENT
Standards:
MI- Michigan Grade Level Content Expectations
• Subject : ENGLISH LANGUAGE ARTS
• Grade : THIRD GRADE
• Strand : SPEAKING
• Topic : Spoken Discourse
Expectation : S.DS.03.01 Engage in interactive extended discourse to socially construct meaning (e.g., book clubs, or literature circles, partnerships, or other conversation protocols).
Expectation : S.DS.03.03 Respond to multiple text types by reflecting, making connections, taking a position, and sharing understandings.
Expectation : S.DS.03.04 Plan and deliver presentations using an effective informational organizational pattern (e.g., descriptive, problem/solution, cause and effect), supportive facts, and details reflecting a variety of resources, and varying the pace for effect.
USA- ISTE: National Educational Technology Standards for Students: The Next Generation
• Standard : 1. Creativity and Innovation- Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.
Indicator : Students: b. create original works as a means of personal or group expression.
• Standard : 2. Communication and Collaboration- Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.
Indicator : Students: b. communicate information and ideas effectively to multiple audiences using a variety of media and formats.
• Standard : 3. Research and Information Fluency- Students apply digital tools to gather, evaluate, and use information.
Indicator : Students: b. locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.
Indicator : Students: c. evaluate and select information sources and digital tools based on the appropriateness to specific tasks.
Indicator : Students: d. process data and report results.
• Standard : 6. Technology Operations and Concepts- Students demonstrate a sound understanding of technology concepts, systems and operations.
Indicator : Students: a. understand and use technology systems.
Assessment/Rubrics:
Rubrics
1. Rubric for Water Resources: Investigation of where water goes once flushed down a toilet
Author: Katelyn Nevins based on lesson by: katelyn nevins 05/26/2010 11:31:00 AM EDT TaskStream - Advancing Educational Excellence
VITAL INFORMATION
Subject(s):
Elementary, Family and Consumer Science, Research
Topic or Unit of Study:
Water Resources: Investigation of where water goes once flushed down a toilet
Grade/Level:
3
Objective:
Students will research the "activated sludge process" using a hotlist.
Students will create a PowerPoint describing the "activated sludge process."
Students will present their PowerPoint to the rest of the class.
Summary:
Students will use a hotlist to research information and create a PowerPoint.
IMPLEMENTATION
Learning Context:
This is the third lesson in a unit investigation of water being flushed down a toilet. The first lesson would be about how plumbing works, the next would be about how water travels from home to a wastewater collection system. The next lesson will be more about the filtering process in a water treatment center.
Procedure:
Day One:
Discuss what we have learned so far about where water goes once flushed down a toilet.
Play the Wastewater Treatment Plant PowerPoint for the class.
Take students to the library or a computer lab, where the media specialist will reveiw Safe Surfing on the web, with the class.
The media specialist will also reveiw with the students how to use the hot list.
Take students back to our classroom where we will create a list on a large piece of paper, reveiwing Safe Surfing and using a hot list, to take to the library/computer lab next time.
Day Two:
Review with class the paper about Safe Surfing and using a Hot list.
Take the students to the library/computer lab to begin their research about "activated sludge process."and post the paper in a location where the kids could refer to it as needed.
Review with students how to cite internet sources.
Have students type a few sentences about what they learned so far on the internet about the "activated sludge process," and cite their sources.
Reveiw with students how to save Word Documents.
Have students save their work.
Take students back to the classroom for a class disscusion regarding what they learned.
Day Three:
Take students to the library/computer lab to begin their PowerPoints.
Review with students how to create PowerPoints.
Remind students to use work from the previous day.
Handout Flash Drives, and reveiw with students how to save work to them.
Take students back to classroom and reveiw our unit.
Day Four and Five:
Hand out Flash Drives.
Take students to the library/computer lab where they will present their slide shows.
Once they are completed the class will discuss where in the process of water going down the toliet the "activated sludge process," fits and why it is important.
Lastly, the class will add to a list of questions we will ask on a field trip to the Kalamazoo Water Reclamation Plant about the "activated sludge process."
Differentiated Instruction:
The PowerPoint helps students who are visual learners understand the wastewater process. Our class discussions and reveiws will help auditory learners. The library/computer lab would be set up for students with physical diabilities. Me, the teacher along with the classroom aid will be assiting students with learning disabilities.
Sample Student Products:
As this lesson has not been taught, there are no student samples.
Collaboration:
Students will work individually.
Time Allotment:
5 class periods. 45 Min. per class.
Author's Comments & Reflections:
As the teacher, I will need to make sure to reserve the library/computer lab for five days. I will also need to make an appointment with the media specialist for the first day of the lesson. I will need to make sure each student has a flash drive prior to this lesson. Lastly, I will have to make sure I have means to show the PowerPoint in our classroom on the first day of the lesson.
MATERIALS AND RESOURCES
Instructional Materials:
Attachments
1. Hotlist
2. Waste Water Treatment Plant Slideshow
Resources:
* Materials and resources:
Large pieces of paper and markers to write down the information about Safe Surfing and a hot list from the media specialist as well as any remaining questions about the "activated sludge process."
* Technology resources:
Firefox, PowerPoint, One Flash Drive for each student.
* The number of computers required is 1 per student.
* Students Familiarity with Software Tool:
Students will need to know how to use PowerPoint.
Students will need to know how to type.
Students will need to know how to use Microsoft Word.
Students will need to be familiar with Safe Surfing and using a hot list.
Students will need to know how to use a Flash Drive.
* Reservation of the library/computer lab for five days
STANDARDS & ASSESSMENT
Standards:
MI- Michigan Grade Level Content Expectations
• Subject : ENGLISH LANGUAGE ARTS
• Grade : THIRD GRADE
• Strand : SPEAKING
• Topic : Spoken Discourse
Expectation : S.DS.03.01 Engage in interactive extended discourse to socially construct meaning (e.g., book clubs, or literature circles, partnerships, or other conversation protocols).
Expectation : S.DS.03.03 Respond to multiple text types by reflecting, making connections, taking a position, and sharing understandings.
Expectation : S.DS.03.04 Plan and deliver presentations using an effective informational organizational pattern (e.g., descriptive, problem/solution, cause and effect), supportive facts, and details reflecting a variety of resources, and varying the pace for effect.
USA- ISTE: National Educational Technology Standards for Students: The Next Generation
• Standard : 1. Creativity and Innovation- Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.
Indicator : Students: b. create original works as a means of personal or group expression.
• Standard : 2. Communication and Collaboration- Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.
Indicator : Students: b. communicate information and ideas effectively to multiple audiences using a variety of media and formats.
• Standard : 3. Research and Information Fluency- Students apply digital tools to gather, evaluate, and use information.
Indicator : Students: b. locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.
Indicator : Students: c. evaluate and select information sources and digital tools based on the appropriateness to specific tasks.
Indicator : Students: d. process data and report results.
• Standard : 6. Technology Operations and Concepts- Students demonstrate a sound understanding of technology concepts, systems and operations.
Indicator : Students: a. understand and use technology systems.
Assessment/Rubrics:
Rubrics
1. Rubric for Water Resources: Investigation of where water goes once flushed down a toilet
lesson plan
Nikki--I am not sure where the water cycle would fit into our investigation of where water goes once flushed down the toilet. Let me know what your thinking as I could incorporate it into the concept map.
Remember, I am going on vacation for the rest of the week starting tomorrow morning. I will check this blog once on Saturday afternoon, if you need anything let me know prior to that time so I will be able to get back to you. Otherwise, I can check this blog again around 10pm tonight.
I will be creating a lesson plan regarding the filtering process in a sewer system. Once I am finished I will post it up here. Remember group members, none of us are supposed to create the same lesson plan otherwise neither person receives any points, and each plan should relate to our topic: investigation of where water goes once flushed down a toilet.
thanks group members! I look forward to hearing about your lesson plans!
katelyn
Remember, I am going on vacation for the rest of the week starting tomorrow morning. I will check this blog once on Saturday afternoon, if you need anything let me know prior to that time so I will be able to get back to you. Otherwise, I can check this blog again around 10pm tonight.
I will be creating a lesson plan regarding the filtering process in a sewer system. Once I am finished I will post it up here. Remember group members, none of us are supposed to create the same lesson plan otherwise neither person receives any points, and each plan should relate to our topic: investigation of where water goes once flushed down a toilet.
thanks group members! I look forward to hearing about your lesson plans!
katelyn
Sunday, May 23, 2010
The Water Cycle VFT
While I was browsing through information for the virtual field trip, I found information on the Water Cycle that we may be able to incorporated into our project. If not there are some links to great water related information that might help us in the upcoming weeks. http://www.uen.org/utahlink/tours/tourFames.cgi?tour_id=15160
Final Project II
Dear Alison, I LOVE your idea about our final project! How interesting, I bet kids would love to look into something like that. It would also be a topic that could be looked at through a scientific, mathematical and historical standpoint so would be great across the content areas. Well, I am going to get started on the inspiration assignment using your idea. I will post another blog and let you know how it goes! thanks for getting back to me!
Saturday, May 22, 2010
Final Project
Hey,
Sorry I haven't been much help this past week, its been a busy one. I've done a little research and I haven't found any excellent ideas yet but I was kind of thinking of something along the lines of following the path of water. For example where water goes when you flush the toilet and having students investigate the path is takes and where it ends up. We could also incorporate a field trip to a water treatment plant. I would be happy to do the inspiration tonight if we can decide on a project, but I know that you are going to be gone a few days so if you wanted to do it and get it over with that would be fine too. Just let me know. Thanks.
Sorry I haven't been much help this past week, its been a busy one. I've done a little research and I haven't found any excellent ideas yet but I was kind of thinking of something along the lines of following the path of water. For example where water goes when you flush the toilet and having students investigate the path is takes and where it ends up. We could also incorporate a field trip to a water treatment plant. I would be happy to do the inspiration tonight if we can decide on a project, but I know that you are going to be gone a few days so if you wanted to do it and get it over with that would be fine too. Just let me know. Thanks.
brainstorming for assignment II in module II
Well it looks like we need to come up with an exact project, and soon!
I thought we could use the great lakes, as students in our future classrooms will mostly be familiar with them, and create some sort of project that could be used across the content areas. For instance, in history discussing how they have been used in the past...in science discussing how they could or are being used as a water resource...in math discuss how efficient or inefficient of a resource they are. etc.
As I have emailed you, and posted on the discussion board, I will not be available starting next week thursday until june 1. Also, it would be nice if we could start discussing our assignments that have to be collaborative with more time. As assignment II is due tomorrow, and today is saturday. thank you!
I thought we could use the great lakes, as students in our future classrooms will mostly be familiar with them, and create some sort of project that could be used across the content areas. For instance, in history discussing how they have been used in the past...in science discussing how they could or are being used as a water resource...in math discuss how efficient or inefficient of a resource they are. etc.
As I have emailed you, and posted on the discussion board, I will not be available starting next week thursday until june 1. Also, it would be nice if we could start discussing our assignments that have to be collaborative with more time. As assignment II is due tomorrow, and today is saturday. thank you!
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