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Lesson Title:

Natural Water Filters

Lesson #

Date:

Science
Name:

Subject:

2
Grade(s):

Rationale: (lesson context and reasons why lesson matters)

It is important to learn about the water cycle and to think about where rain water goes because we use water all the time. We are
impacted by and can impact groundwater through the pollution we cause. Awareness of our impact is important to a social and
sustainable perspective of our world.
Curriculum Connections : (which can be: big ideas / learning standards /curricular competencies/core competencies)
https://curriculum.gov.bc.ca/
Big Ideas - Water is essential to all living things, and it cycles through the environment.
Core Competencies - communication, thinking, personal and social responsibility
Curricular Competencies Demonstrate curiosity and a sense of wonder about the world.
Make simple predictions about familiar objects and events.
Make and record observations.
Compare observations with predictions through discussion.
Consider some environmental consequences of their actions.
Content Water sources including local watersheds
Water conservation
The water cycle
Learning Intentions- (learner friendly language such as: I can ..)
I know what happens to rainwater and where it goes.
Prerequisite Concepts and Skill :( for student success)

- Have an introduction to the water cycle

- Be able to work in and collaborate with a group
- Be able to make predictions and observations
- Write or discuss thoughts
- Listen to others in a respectful manner
Materials and Resources with References/Sources:
http://www.kindergarten-lessons.com/nature_education/
Teacher

Students

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Illustrated water cycle representation (on board)
Gravel
Sand
Leaves
Coffee filters
Flower pots
Clean jugs
Measuring cups
Newspapers

Writing utensil
Paper or science journal

Differentiated Instruction (DI): (accommodations)

Share observations with group aloud or work in partners instead of individually recording on paper.
Have one demonstration by teacher if unable to work in groups.
Allow individuals illustrate a representation of the water cycle if time allows.
Assessment and Evaluation: (formative and summative possibilities related to curricular connections)
Discussion about knowledge of water cycle.
Look at and/or listen to analysis and recording of their observations of the water filtration.
Organizational/Management Strategies: (anything special to consider?)
Gain attention (Hands on topthat means stop ; raise hands ; claps)
Create groups with the people they are sitting near.
Have each adult (Mrs. Yanow and 3 TAs) guide a group through their water filter experiment.
Walk around room during activity and discussion to be available for support.
Possible Aboriginal Connections / First Peoples Principles of Learning
http://www.bced.gov.bc.ca/abed/principles_of_learning.pdf and
https://curriculum.gov.bc.ca/sites/curriculum.gov.bc.ca/files/pdf/aboriginal_education_bc.pdf

Building a Community of Learners

- facilitate talking circles to support individual and group voice
Foster Exploration of and Connections to Identity
- Help students think critically about the world and their place within it

- identify the individual needs of each student

- build on each students strengths (encourage a growth mindset)
Calm, Comfortable Learning Spaces
- Bring natural environment into learning spaces

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Lesson Activities:

Teacher Activities

Student Activities

pacing

Introduction (hook/motivation/lesson overview)

Water Intro
What do we use water for? Is it important?
Who knows what the water cycle is?
Representation of the cycle on the board
Precipitation focus

Raise hands to answer

5 mins
Listen to water cycle

What happens to water when it rains? Where does it

go?
Is rainwater clean? How do we clean water?
Body

(lesson flow/ management)

Natural Water Filter System Experiment

- explain process and procedure
Predictions
Will the dirty water come out clean(er)?
- write down on paper or discuss with person next to
you

5 mins
Write prediction with a partner

Experiment
- split into groups with leader
- hand out materials
- can experiment with material levels or order
Observations
- What did you see? Where did the dirt go? Why did
that happen?
Closure ( connections within lesson or between
lessons, sharing successes, summaries)

Get into groups

Gather materials
Do experiment

25 mins

Write down observations with partner or discuss with

group
5 mins

SO
Is water important?
Where does rain water go and what happens?
Is groundwater clean water?
Raise hands to answer questions
Reflect on observations and water cycle connection

5 mins

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Reflections: (over)
Analyze students predictions and observations. Reflect on group discussions. Plan for next stages of the water cycle.