PBLOverview

Title:

Ecosystems

Est. Start Date:

Teacher:
Content
Focus:

Debbie Hernandez
Hydrosphere (water system)
Volume and Coordinate
Graphing

Grade Level: 5th

Other subject areas to be
included: reading, writing, visual arts
and performing arts

Project
Idea:
Summary of the
issue, challenge,
investigation,
scenario, or
problem

Essential
Question:
Content and
Skills
Standards to be
addressed:
(CCCSS, NGSS,
Calif.)

Duration: 4
weeks

Design an exhibit for a Water Fair to teach other students about water,
Californias current drought, and ways to conserve water.

What is the hydrosphere and

how can we conserve water?

Driving
Questi
on

How can Stockton survive

the drought?

NGSS
ESS2.A: Earth Materials and Systems
Earths major systems are the geosphere, the hydrosphere, the
atmosphere, and the biosphere. These systems interact in multiple ways
to affect Earths surface materials and processes. The ocean supports a
variety of ecosystems and organisms, shapes landforms, and influences
climate. Winds and clouds in the atmosphere interact with the landforms
to determine patterns of weather.
ESS2.C: The Roles of Water in Earths Surface Processes
Nearly all of Earths available water is in the ocean. Most fresh water is
in glaciers or underground: only a tiny fraction is in streams, lakes,
wetlands, and the atmosphere.
ESS3.C: Human Impacts on Earth Systems
Human activities in agriculture, industry, and everyday life have had
major effects on the land, vegetation, streams, ocean air, and even
outer space. But individuals and communities are doing things to help
protect Earths resources and environments.
CCCSS
5.G.A.2 Represent real-world and mathematical problems by graphing
points in the first quadrant of the coordinate plane, and interpret
coordinate values of points in the context of the situation
5.MD. 3-5 Geometric Measurement: understand the concept of volume
and relate to multiplication and addition.
RI.5.1 Quote accurately from a text when explaining what the text says
explicitly and when drawing inferences from the text.
RI.5.1 Draw on information from multiple print or digital sources,
demonstrating the ability to locate an answer to a question quickly or to
solve a problem efficiently.
RI.5.9 Integrate information from several texts on the same topic in
order to write or speak about the subject knowledgeably.
W.5.1 Write opinion pieces on topics or texts, supporting a point of view
with reasons and information.
W.5.3 Write narratives to develop real or imagined experiences or
events using effective technique, descriptive details, and clear event
sequences.

21st Century
Skills and
MPS to be
explicitly taught
and assessed
(T+A) or that
will be
encouraged (E)
by Project work
but not taught or
assessed:

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.
W.5.9 Draw evidence from literary or informational texts to support
analysis, reflection, and research.
SL.5.4 Report on a topic or text or present an opinion, sequencing ideas
logically and using appropriate facts and relevant, descriptive details to
support main ideas or themes; speak clearly at an understandable pace.
SL.5.5 Include multimedia components (e.g., graphics, sound) and
visual displays in presentations when appropriate to enhance the
development of main ideas or themes.
ART 5.0 Connections, Relationships, Applications: Connecting and
applying what is learned in visual arts to other art forms and subject
areas.
ART 4.0 Aesthetic Valuing: Responding to, analyzing and making
judgments about works in the visual arts.
T+
E
T
E
A
+
A
MP.2 Reason
X
Communicating
X
abstractly and
quantitatively
MP.4 Model with
X
Collaborating
X
mathematics
MP.6 Attend to
X
Analytical thinking
X
precision
NGSS Science
X
Problem Solving
X
Practice:
Analyzing and
Interpreting Data
NGSS Science
X
Finding and evaluating
X
Practice: Using
information
mathematics and
computational
thinking
NGSS Science
X
Creating and Innovating
X
Practice:
Obtaining,
evaluation, and
communicating
information
Group:

Culminating
Products
and
Performanc
es
Individual:

Create an exhibit for the Water

Fair. Information can be presented
through a performance (song,
dance, play), visuals (chart,
tables, photographs), a game, a
power-point type presentation, an
experiment, etc.
Students will:
1. Submit a science journal
with the results of all
experiments done in class

Presentation Audience
Class
X
School
3rd and 4th graders
Principal
Community
Parents

X
X

Experts
Web
Other:

and at home.
2. Create a poster depicting
the water cycle.
3. Write an opinion essay on
water conservation.
4. Write a narrative that is set
in a time and place
experiencing a drought.

Project Overview
Entry event
to launch
inquiry, engage
students:

Outline or
Conceptual
Flow
Include
assessment
points:

Water presentation by Stockton East Water District [contact person

kcoon@SEWD.net]
Students participate in a game that involves the water cycle and where water is on the
planet.
[Game is very engaging and has a chance element where the students can get stuck
in one of the phases of the water cycle.]

5.MD. 3-5 Volume Understand the concept of volume, extend into

liquid volume
ESS2.C: The Roles of Water in Earths Surface Processes
Nearly all of Earths available water is in the ocean. Most fresh water is
in glaciers or underground: only a tiny fraction is in streams, lakes,
wetlands, and the atmosphere.
Assessment: Summarize % of fresh and salt water
ESS2.A: Earth Materials and Systems hydrosphere and the cycle
of water
RI.5.1 Draw on information from multiple print or digital sources.
ART 5.0 Connections, Relationships, Applications: Connecting and
applying what is learned in visual arts to other art forms and subject
areas
Assessment: Draw a sketch of the water cycle and correctly identify
each step
5.G.A.2 Coordinate Graphing
ESS3.C: Human Impacts on Earth Systems
Specifically our current drought and water conservation
RI.5.9 Integrate information from several texts on the same topic in
order to write or speak about the subject knowledgeably.
W.5.8 Recall or gather relevant information. Summarize or paraphrase
information. Provide a list of sources.
RI.5.1 Quote accurately from a text.
W.5.9 Draw evidence from literary or informational texts to support
analysis, reflection, and research.
W.5.3 Write narratives.
Assessment: Write story with a drought as the setting.
SL.5.4 Report on a topic or text or present an opinion. Speak clearly at
an understandable pace.
SL.5.5 Include multimedia components and visual displays in
presentations.
ART 4.0 Aesthetic Valuing: Responding to, analyzing and making
judgments about works in the visual arts
Assessment: Self-evaluation and evaluation of peers presentations
W.5.1 Write opinion pieces

Assessment: Opinion piece shows synthesis of learning about water

conservation
Assessment
s

Formative
Assessments
(During Project)

Quizzes/Tests

Journaling/Learning Log

O
X
Observations of Group
Work

Preliminary Plans/Outlines

Rough Drafts

Online Tests/Exams
Summative
Assessments
(End of Project)

Resources
Needed

Written Product(s), with

rubric

Other Products

Exhibit Presentation, with

rubric

Peer Evaluation

Multiple Choice/Short
Answer Test

Self-Evaluation

Essay Test

Other

Materials

Community resources

(Individual, Group,
and/or Whole
Class)

Multi-use room for Water Fair

On-site people,
facilities
Equipment

Reflection
Methods

Chrome books (many pertinent website are listed in the AIMS

materials)
Supplies for exhibits for Water Fair (presentation boards,
general art supplies)
**Supplies for AIMS activities (copies of experiments and
recording sheets)
Current information about Californias drought.
Water Presentation

Journal/Learning Log

Focus Group

Whole-class Discussion

Fishbowl Discussion

Survey

Other

Project Teaching and Learning Guide

Knowledge and Skills Needed by Students
(to successfully complete culminating projects and to do well on summative assessments)
Student needs to be able to:
Present data in a table and a coordinate graph in the first quadrant.
Explain to others what a point on the graph represents and what the
graphs significance.
Student needs to be able to:
Understand what volume is and use a calibrated cup to measure liquid
volume.

Student needs to be able to:

Use the chrome books to access information.

Student needs to be able to:

Draw and explain the water cycle.

Student needs to be able to:

Write an opinion piece and a narrative

Student needs to be able to:

Measure and record elapsed time and volume.

Questions to be Provided by the Project Teacher

(to successfully complete culminating products and to do well on summative assessments)
Teacher asks questions to recall facts, make observations, or
demonstrate understanding:
What is the hydrosphere?
Where does run off go?
Do we have less water on Earth now than we used to?
How much water is fresh water that we can use?
What is a drought?
Compare the 100 mL in the science cup and the mystery cup. What is
the same? What is different?
What do you notice about the bottle that holds the most water? The
least water?
What causes a solid to change to a liquid and then to a vapor or gas?
How did the times it took your kitchen and bathroom taps to produce
warm water compare?
How did the amount of water from your two taps compare?

Teacher asks questions to summarize, analyze, organize, or

evaluate:
Explain the water cycle.
Whats the difference between evaporation and condensation?
If three-fourths of the Earth is covered by water, why is fresh
water such a valuable resource?
How does the shape of the cup affect the 100ML level?
What might manufacturers think about when designing the shape
of a bottle?
How does the location where you placed your bag affect the
amount of water that is collected at the bottom?

Teacher asks questions to apply or relate:

How do your predictions compare to the actual values?
What do the data you collected tell us?
Is it true that the tallest bottle always holds the most water?
What are the drops that have condensed on the side of the bag similar
to in the real water cycle?
What is the water that has collected at the bottom of the bag similar to
in the real water cycle?
Why do you think the results for the two taps were different?

Teacher asks questions to predict, design, or create:

How much salt water do you think is present on the Earth? Fresh
water that is frozen? The amount of surface and ground water?
Which bottle do you think holds the most water?
What do you think will happen to the water in the cup over the
four days?
What variables might affect how much water is collected?
How might you solve the problem of wasting water?
Create a display or presentation for the Water Fair.

Teacher Reflection:
How did the unit flow? What worked well? What needs to be changed for next time? What did the students learn? What
evidence do you have to support students learning?

**Supplies for Aims Activities

32 transparent cups, 10 oz.
32 large paper clips
liquid dish soap
corn syrup
tubs of centicube blocks
6 graduated cylinders
masking tape
6 eyedroppers
6 16-oz. cups
6 9-oz. cups with slanted sides
24 bottles, 4 different shapes
paper towels
colored pencils
32 quart size zip-loc plastic bag
32 3.5 oz. clear plastic cups
permanent marker
32 paper fasteners
32 jumbo craft sticks
scissors
large bucket
stopwatch or timer
liter measuring tool
calculators
Additional supplies depending on which experiments students choose