Sunteți pe pagina 1din 13

6E Lesson, Bears

Dilemma
Alexis Meredith
Patti Fregin, EED/420
November 23, 2015

Introduction
This lesson is part of a Unit on the
effects of water on land, and the
types of structures that can be
built to prevent or slow the effect
of weather elements on the land.
Objective: Students will be able to
demonstrate their understanding
of dams by building a model, with
80% accuracy.

Standards
State Standard-

Utah Standard 3 Physical Science: Students


will gain an understanding of Physical
Science through the study of the forces of
motion and the properties of materials
Objective 2: Compare and contrast the
differenced in how different materials respond
to change.
a. Model physical changes of various materials.

NGSS Standard Earth Systems 2-ESS2-1: Compare multiple


solutions designed to slow or prevent wind or
water from changing the shape of the land.

Science and Engineering Practices: Developing and Using


Models-Develop a model to represent patterns in the natural
world.

Disciplinary Core Ideas: ESS2.A-Wind and water can change the


shape of the land.

Crosscutting Concepts

Patterns: Patterns in the


natural world can be
observed.

Stability and Change: Things


may change slowly or
rapidly.

Materials

Vocabulary Presentation
4 Tubs
4 Plastic Bears
Water
Cotton Balls
Sticks
Rocks
Sand
Other objects useable for dam building
Pens
Pencil
Highlighters
4 Computers
Smart Board
Student Notebooks
Bears Dilemma Story (Teacher Written)

Engage
Share the story, A Bears Dilemma
Ask students the following
questions:
Can anyone tell me what is
happening to the bears valley?

What happens in the spring that


could make more water?

What causes water levels to raise?


Can anyone think of a solution for
the bears problem?

Vocabulary
Show students the PowerPoint with

vocabulary words, their definitions, and


pictures. Leave the PowerPoint open with
extra slides at the end to add to on your
smart board as students expand their
knowledge.
Dam
Flood
Pond
Lake
River
Body of Water

Explore
Have students break into table groups (4-5 Students)
Give each table a different box to experiment with (Give
students 5 minutes at each table to experiment and make
observations)
Table 1: Sticks, Water, a plastic Bear, and a Tub
Table 2: Gravel, Water, a plastic Bear, and Tub
Table 3: Sand, Water, a plastic Bear, and Tub
Table 4: Cotton Balls, a plastic Bear, and Water, Tub

Explain
Share your results
Develop good questions
Research

Engineer

Gather new supplies


Predictions
Second Experiment
Refine previous
conclusions

Enrich

Famous Dams Slideshow


Compare and Contrast
PowerPoint Slide
Class Presentation

Evaluate
Review Conclusions and
Knowledge Developed
Quick Assessment
Quick Journal Entry in
Student Science Notebook

Differentiation
ELL: Provide a printed list of vocabulary and common
words, with pictures where applicable.
ADD: Provide queues throughout group time to help
students stay on task, including reminders of time
remaining and used.

Safety
Students should be
reminded not to use
materials as a weapon.
Sticks, string, rocks are to
remain on the desk or in
the bucket.
Water lessons should be
observed carefully, and
students should not be left
to work through these on
their own.

S-ar putea să vă placă și