Welcome Teachers!
Overview:
Within this unit students investigate about the process of evaporation, water treatment systems and filtration to allow students to understand how the water get from rain to drinking water safely.
Context:
Students will apply their knowledge and understanding of the water treatment process and how the results affect the community. Students will reconstruct a flowchart to explain and demonstrate the process of evaporation and water treatment. Students will investigate different types of filtration to use in the water treatment process. Students will design and construct their own water treatment system based on their prior knowledge and understanding. Students will complete a peer review as well as a self-evaluation including justifications and recommendations for the design. Students will present this design and justification as a multimodal presentation. Within the lessons, the teacher will act as more of a facilitator role throughout, however there is also sections that are teacher-directed also.
Resources:
KWL - https://www.teacherspayteachers.com/Product/KWL-Chart-595724
The Water Cycle - https://youtu.be/auvGBmIxG08
The Water treatment Process - https://youtu.be/9z14l51ISwg
The Water treatment Process Worksheet - http://steonline.org/circles/lessons/water/PDFs/stinky-clean4.pdf
The Water Cycle flowchart - http://www.sciencekids.co.nz/sciencefacts/weather/thewatercycle.html
The Water Treatment Experiment Model - https://www3.epa.gov/safewater/kids/flash/flash_filtration.html
Water Pollutions and Filtration - https://thewaterproject.org/resources/water_pollution_filtration_experiments
Clean the Water - http://www.h2ouniversity.org/html/6-12_sci_exp_cleanwater.html
All About Water! worksheet - http://content.teachengineering.org/content/cub_/lessons/cub_drink/cub_drink_lesson01_worksheet_tedl_mhf.pdf
Millionaire PowerPoint - www.usu.edu/ata/docs/Millionaire.ppt
Within this unit students investigate about the process of evaporation, water treatment systems and filtration to allow students to understand how the water get from rain to drinking water safely.
Context:
Students will apply their knowledge and understanding of the water treatment process and how the results affect the community. Students will reconstruct a flowchart to explain and demonstrate the process of evaporation and water treatment. Students will investigate different types of filtration to use in the water treatment process. Students will design and construct their own water treatment system based on their prior knowledge and understanding. Students will complete a peer review as well as a self-evaluation including justifications and recommendations for the design. Students will present this design and justification as a multimodal presentation. Within the lessons, the teacher will act as more of a facilitator role throughout, however there is also sections that are teacher-directed also.
Resources:
KWL - https://www.teacherspayteachers.com/Product/KWL-Chart-595724
The Water Cycle - https://youtu.be/auvGBmIxG08
The Water treatment Process - https://youtu.be/9z14l51ISwg
The Water treatment Process Worksheet - http://steonline.org/circles/lessons/water/PDFs/stinky-clean4.pdf
The Water Cycle flowchart - http://www.sciencekids.co.nz/sciencefacts/weather/thewatercycle.html
The Water Treatment Experiment Model - https://www3.epa.gov/safewater/kids/flash/flash_filtration.html
Water Pollutions and Filtration - https://thewaterproject.org/resources/water_pollution_filtration_experiments
Clean the Water - http://www.h2ouniversity.org/html/6-12_sci_exp_cleanwater.html
All About Water! worksheet - http://content.teachengineering.org/content/cub_/lessons/cub_drink/cub_drink_lesson01_worksheet_tedl_mhf.pdf
Millionaire PowerPoint - www.usu.edu/ata/docs/Millionaire.ppt
Australian Curriculum
Design and Technologies Knowledge and Understanding:
Investigate characteristics and properties of a range of materials, systems, components, tools and equipment and evaluate the impact of their use (ACTDEK023)
Design and Technologies Processes and Production Skills:
Negotiate criteria for success that include sustainability to evaluate design ideas, processes and solutions (ACTDEP027)
General Capabilities:
Cross - Curriculum Prioities:
Design and Technologies Knowledge and Understanding:
Investigate characteristics and properties of a range of materials, systems, components, tools and equipment and evaluate the impact of their use (ACTDEK023)
Design and Technologies Processes and Production Skills:
Negotiate criteria for success that include sustainability to evaluate design ideas, processes and solutions (ACTDEP027)
General Capabilities:
- Literacy
- Numeracy
- Information and Communication Technology
- Personal and Social Capability
Cross - Curriculum Prioities:
- Sustainability
Lesson Sequence:
Lesson One: Approximately 60 minutes
Objectives: By the end of this lesson students should be able to identify and recognise the process of the water cycle and the identify the water treatment process.
Differentiation: Adjustment may need to be made depending on the class needs.
Lesson Sequence:
Introduction:
Resources:
Objectives: By the end of this lesson students should be able to identify and recognise the process of the water cycle and the identify the water treatment process.
Differentiation: Adjustment may need to be made depending on the class needs.
Lesson Sequence:
Introduction:
- Before starting the teaching and learning introduce the goals for this unit and the assessment piece.
- Complete as KWL chart individually.
- As a whole class discuss what the students already know about the water cycle and water treatment process.
- Discuss what the students want to learn and justify.
- Introduce the water cycle process. Discuss the different elements and stages.
- Model labeling the cycle for the class.
- Have students label their own water cycle.
- Discuss how the water cycle is related to the water treatment process. Discuss with peers and share as a whole class.
- Watch clip on the water treatment process.
- Compare and contrast with the water cycle.
- Discuss as a class the different stages.
- Find definitions for language used in this process.
- Recap on lesson objective to check understanding.
- Write and overview of the lesson in their books to refer back to at a later stage.
Resources:
- Pencils/pen
- KWL Chart
- Writing books
Lesson Two and Three: Approximately 45 minutes each
Objectives: By the end of this lesson students should be able to recognise, identify and label the water treatment process.
Differentiation: Adjustment may need to be made depending on the class needs.
Lesson Sequence:
Introduction:
Resources:
Objectives: By the end of this lesson students should be able to recognise, identify and label the water treatment process.
Differentiation: Adjustment may need to be made depending on the class needs.
Lesson Sequence:
Introduction:
- Discuss WALT and WILF for the lesson
- As a class, recap on the water cycle process and water treatment process
- Recap on definitions of words used in this process
- Individually have students complete the "All About Water!" worksheet
- As a class, discuss the stages of the water treatment process
- In small groups, have the students draw and label the water treatment process
- Have groups share their designs for the water treatment process and justify their design of the flowchart
Resources:
- Pencils/pen
- "All About Water!" worksheet
Lesson Four: Approximately 45 minutes
Objectives: By the end of this lesson students should be able to explain the experiment process, predictions and planning for multimodal presentation.
Differentiation: Adjustment may need to be made depending on the class needs.
Lesson Sequence:
Introduction:
Resources:
Objectives: By the end of this lesson students should be able to explain the experiment process, predictions and planning for multimodal presentation.
Differentiation: Adjustment may need to be made depending on the class needs.
Lesson Sequence:
Introduction:
- Using a PowerPoint presentation, as a class have students revise on previous lessons. Use Millionaire PowerPoint as a template
- Watch a clip on the experiment that will be completed as a class
- In experiment groups, collect materials to be used
- Have each group write predictions about the experiment
- Set up the media they wish to use to present their results as a multimodal presentation
- Have groups share with the class their design choices, with justification
- Have class give feedback to each group
Resources:
- Millionaire PowerPoint
- Computers/iPads
- Internet
- Writing books
- Pens/pencils
- Materials for experiment
Lesson Five: Approximately 45 minutes
Objectives: By the end of this lesson students should be able to explain the experiment process, predictions and planning for multimodal presentation.
Differentiation: Adjustment may need to be made depending on the class needs.
Lesson Sequence:
Introduction:
Resources:
Objectives: By the end of this lesson students should be able to explain the experiment process, predictions and planning for multimodal presentation.
Differentiation: Adjustment may need to be made depending on the class needs.
Lesson Sequence:
Introduction:
- As a class, revise on the experiment.
- Have students nominate jobs within the group, including but not limited to photographer, record keeper, experimentor (person doing each step) ect.
- As a class, teacher will demonstrate the experiment.
- Students will need to record observations and results.
- Discuss what went well and what could be changed to improve the results.
- Clean up.
Resources:
- Materials for experiment
- Writing books
- Pens/pencils
Lesson Six: Approximately 90 minutes
Objectives: By the end of this lesson students should have completed research and chosen a different form of filtration to use in their experiment.
Differentiation: Adjustment may need to be made depending on the class needs.
Lesson Sequence:
Introduction:
Resources:
Objectives: By the end of this lesson students should have completed research and chosen a different form of filtration to use in their experiment.
Differentiation: Adjustment may need to be made depending on the class needs.
Lesson Sequence:
Introduction:
- As a class discuss the importance of the filtration system in relation to the water treatment process.
- In experimental groups, research different filtration systems and different filtration materials that have been in water treatment systems (history).
- Provide comparisons on how they differ and justify why a different material may work better.
- Pair two groups together to discuss their findings.
- Have groups provide feedback based on their research.
Resources:
- Computers/iPads
- Internet
- Books/ Library access
- Writing books
- Pens/pencils
Lesson Seven: Approximately 60 minutes
Objectives: Students will plan and design the changes needed to redesign the water treatment process using a different filtration device, based on prior research.
Differentiation: Adjustment may need to be made depending on the class needs.
Lesson Sequence:
Introduction:
Resources:
Objectives: Students will plan and design the changes needed to redesign the water treatment process using a different filtration device, based on prior research.
Differentiation: Adjustment may need to be made depending on the class needs.
Lesson Sequence:
Introduction:
- Teacher directed class discussion assignment and what is being tested in the experiment.
- Students will work in experiment groups to plan and design the use of a different filtration material for the water treatment process.
- Teacher will conference with each group about their planning and design and give feedback on students progress.
Resources:
- Computers/iPads
- Internet
- Books/ Library access
- Writing books
- Pens/pencils
Lesson Eight and Nine: Approximately 60 minutes each
Objectives: By the end of these lessons, the students should have made and tested their designs using their alternate filtration material.
Differentiation: Adjustment may need to be made depending on the class needs.
Lesson Sequence:
Introduction:
Resources:
Objectives: By the end of these lessons, the students should have made and tested their designs using their alternate filtration material.
Differentiation: Adjustment may need to be made depending on the class needs.
Lesson Sequence:
Introduction:
- Whole class discussion about objectives and expectations for the lesson
- Discuss safety which completing the experiment
- Discuss what each persons responsibility is within their role/job
- Students to collect their materials for the experiment and well as equipment to complete their job e.g. camera, iPad, writing books and pens/pencils ect.
- Students will complete that experiment of the water treatment process using their chosen material for filtration based on prior research
- Students will record stages and results continuously
- Teacher will observe and assist as required
- Students need to write up their findings as a group ensuring they have evidence of each stage.
Resources:
- Materials for experiment
- Camera/Ipad
- Writing books
- Pens/pencils
Lesson Ten: Approximately 60 minutes
Objectives: By the end of these lessons students should have transferred their results and finding to their multimodal presentation individually.
Differentiation: Adjustment may need to be made depending on the class needs.
Lesson Sequence:
Introduction:
Resources:
Objectives: By the end of these lessons students should have transferred their results and finding to their multimodal presentation individually.
Differentiation: Adjustment may need to be made depending on the class needs.
Lesson Sequence:
Introduction:
- Discuss in experiment groups a review of the experiment and filtration material
- As a class, discuss what is required for the multimodal presentation. Refer back to assignment task sheet/ rubric.
- Individually students will transfer their planning and design, predictions, experimental process, evidence/photographs and improvements to their multimodal presentation. Remind students to refer back to assignment task sheet/ rubric for guidance.
- Teacher conference individually for checking of progress and feedback.
Resources:
- Previous research, predictions and results
- Photographs/videos of experiment
- Computer/iPad
- Internet
Lesson Eleven: Approximately 45 minutes
Objectives: Students will complete a peer review and evaluation of the process and the results.
Differentiation: Adjustment may need to be made depending on the class needs.
Lesson Sequence:
Introduction:
Resources:
Objectives: Students will complete a peer review and evaluation of the process and the results.
Differentiation: Adjustment may need to be made depending on the class needs.
Lesson Sequence:
Introduction:
- Class discussion about peer review and evaluation process.
- Explain to students how to use the rubric to review the work
- Teacher to model peer review process.
- Students will work individually to review another students work. Depending on time restricts, allow students to complete a number of reviews for different people to ensure students have enough feedback to be useful.
- Students will add this to their multimodal presentation also.
- Teacher conference individually for checking of progress and feedback.
Resources:
- Previous research, predictions and results
- Photographs/videos of experiment
- Computer/iPad
- Internet
Lesson Twelve: Approximately 45 minutes
Objectives: Students will complete a self-reflection and evaluation of the process and the results.
Differentiation: Adjustment may need to be made depending on the class needs.
Lesson Sequence:
Introduction:
Resources:
Objectives: Students will complete a self-reflection and evaluation of the process and the results.
Differentiation: Adjustment may need to be made depending on the class needs.
Lesson Sequence:
Introduction:
- Class discussion about self-reflection and evaluation.
- Reminder about appropriate language relevant to the water treatment process.
- Students will work individually to reflect and evaluate on their own work.
- Students will add this to their multimodal presentation also.
- Teacher conference individually for checking of progress and feedback.
Resources:
- Previous research, predictions and results
- Photographs/videos of experiment
- Computer/iPad
- Internet
Lesson Thirteen: Approximately 45 minutes
Objectives: Students will complete another KWL chart to ensure students were able to achieve their learning goals and discover what else they learnt in this unit.
Differentiation: Adjustment may need to be made depending on the class needs.
Lesson Sequence:
Introduction:
Resources:
Objectives: Students will complete another KWL chart to ensure students were able to achieve their learning goals and discover what else they learnt in this unit.
Differentiation: Adjustment may need to be made depending on the class needs.
Lesson Sequence:
Introduction:
- Class discussion about water cycles, the water treatment process and the assignment.
- Students to complete another KWL chart to assertane knowledge and understanding of the concept.
- Students to share work they have not seen yet.
- Using a class discussion, compare and contrast the different materials that were used but different groups and why they worked/didn't work.
Resources:
- Previous research, predictions and results
- Photographs/videos of experiment
- Computer/iPad
- Internet
Assessment Rubric:
design_and_technologies_rubric.pdf | |
File Size: | 87 kb |
File Type: |