Teacher Lesson Plan
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Water WebQuest Teacher Lesson Plan
Subject: Science
Grade: 4
Science Standards: Content Standard 4.3 - Water has a major role in shaping the Earth's surface.
CommonCore State Standards - Language Arts:
CCSS.ELA-Literacy.RI.4.3
Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.
CCSS.ELA-Literacy.RI.4.9
Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.
CCSS.ELA-Literacy.W.4.1
Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
- -CCSS.ELA-Literacy.W.4.1a
Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer’s purpose.
-CCSS.ELA-Literacy.W.4.1b
Provide reasons that are supported by facts and details.
- -CCSS.ELA-Literacy.W.4.1c
Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition).
-CCSS.ELA-Literacy.W.4.1d
Provide a concluding statement or section related to the opinion presented.
ISTE Standards: 1. Facilitate and Inspire Student Learning and Creativity
1b. engage students in exploring real-world issues and solving authentic problems using digital tools
and resources
Introduction: This WebQuest is part of a larger unit of study on water in the 4th grade science curriculum. This group of lessons focuses on water erosion and directly relates to Science Standard 4.3 (see above). Over the course of about a week (see Time section for suggestions on this), students will engage in this interactive WebQuest to learn about erosion by reading content, viewing photographs, watching videos, and doing a simulation activity. Though this lesson is designed to be used in 4th grade to meet curricular objectives set forth for that grade level, it could easily be used in younger or older grade levels as needed with appropriate teacher support/direction. Also, the site selected for study in this WebQuest (Hammonasset Beach StatePark, CT) is a familiar location that students have previously visited on a class field trip. Teachers may wish to modify the webquest/plan toinclude a site that their own students have some background knowledgeof to help connect more meaningfully to students' lives.
Prerequisite Skills:
Prior to this lesson, students will have engaged in two other units of
study, both focused on water: States of Matter & the Hydrologic
Cycle. Although students would still be able to meet this lesson
objective without having had exposure to these two units, it is
recommended that water erosion be taught last so that students already
have the background knowledge needed to deepen their understanding of
water's impact on Earth in this lesson and to complete the performance
task assessment piece associated with this lesson. Students would
benefit from knowing the following vocabulary prior to this lesson:liquid, solid, sediment, coast.
Furthermore,
prior to this lesson students should have engaged in a persuasive
writing genre unit of study. The performance task evaluation for this
lesson can be used as both a science assessment and as a summative writing assessment of the persuasive genre (see Rubric page).
Objectives:
1. Students will research water erosion using the WebQuest resources provided.
2. Students will use research to write a persuasive letter in which they support an opinion and demonstrate their understanding of erosion's impact on shaping Earth's surface.
Instructional Materials:
-computers/tech. devices with Internet access
-students' science journals/pencils
-student copies of persuasive writing organizer & rubric (see Evaluation tab)
Websites:
http://www.brainpop.com/science/earthsystem/erosion/preview.weml
http://education.nationalgeographic.com/education/encyclopedia/erosion/?ar_a=1
http://videos.howstuffworks.com/discovery/31883-howstuffworks-show-episode-4-power-of-water-erosion-video.htm
http://www.slideshare.net/MMoiraWhitehouse/teach-erosion-and-deposition-copy
http://www.atozteacherstuff.com/pages/298.shtml
http://www.scholastic.com/teachers/lesson-plan/magic-school-bus-rocks-and-rolls
http://www.forgefx.com/casestudies/prenticehall/ph/waves/waves.htm
http://www.ct.gov/dep/cwp/view.asp?a=2716&q=325210&depNav_GID=1650
http://cptv2.org/nationalparks/content/hammonasset-beach-state-park
http://www.lisfoundation.org/coastal_access/hamm_wildlife.html
http://www.wtnh.com/dpp/news/news_wtnh_madison_Hammonassett_beach_erosion_200812141653_rev1#.UJG4mbQTvw6
http://www.wtnh.com/dpp/news/new_haven_cty/madison-hammonassett-beach-erosion#.UJG4j7QTvw6
http://www.nhregister.com/articles/2008/12/14/news/a1hammonasset.txt
http://www.shorelinetimes.com/articles/2011/09/09/news/doc4e6a1e482a3eb555904653.txt?viewmode=default
http://www.ct.gov/dep/cwp/view.asp?a=2716&Q=425274&PM=1
http://articles.courant.com/2005-05-07/news/0505070157_1_school-students-salt-marsh-conference-highlights
Time Needed for Lesson: Approximately 1 week of 60-minute blocks (see Lesson Sequence below for suggested schedule)
Lesson Sequence: This WebQuest is best implemented according to the following schedule:
Day
1- Teacher introduces WebQuest, discusses expectations for
collaborative work, students begin with Introduction, Your Mission, and
The Journey Part 1
Days 2-3 Teacher provides time for students to work through Parts 1 and 2 of The Journey.
Day
4- Students begin Evaluation by reading task, synthesizing learning,
and using organizer to plan for their persuasive piece.
Day
5- Students draft, revise, and edit their persuasive letter, referring
to the suggested paragraph structure and assessment rubric for
guidance.
*More time may be needed for the evaluation piece. Teacher should use their discretion.
Follow Up:
As time permits, teacher may want to plan an additional day for sharing
students' letters/class discussion. One exciting way to do this is in
the form of a class debate (if there are supporters of both sides of
the issue).
Also, have students continue to track reports of
erosion at Hammonasset (or other local/popular beaches) as well as
track the progress of the restoration project over the course of the
year.
Evaluation/Assessment:
Students will use the research gleaned from the WebQuest to write a 5
paragraph persuasive letter in which they support an opinion and
demonstrate their understanding of water's impact on shaping the
Earth's surface. Students will follow proper persuasive writing format
and the structure provided in the student WebQuest (see Evaluation tab)
and will be assessed according to a persuasive writing rubric (see
Rubric page under Evaluation tab).
Differentiation: This WebQuest can be done by students individually, as time and computer resources permit, or in partners or small groups of 3-4. Cooperative
learning is very powerful for students, as they discuss/communicate
their ideas to gain a deeper understanding and can share the research
tasks to maximize time. It can also provide a natural form of
differentiation if students are grouped homogeneously by the teacher,
so for these reasons, grouping students together is recommended. The
evaluation piece at the end, however, is best done individually. A
graphic organizer is provided for students to plan for their writing,
which helps struggling writers. There are also built in "check in"
points at the end of each part of the Journey where teacher can monitor
understanding before students move on. Teachers should support the
overall process as needed and can confer/scaffold for students who need
it.
Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer’s purpose.
- -CCSS.ELA-Literacy.W.4.1c
Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition).
-CCSS.ELA-Literacy.W.4.1b
Provide reasons that are supported by facts and details.
-CCSS.ELA-Literacy.W.4.1d
Provide a concluding statement or section related to the opinion presented.