Metro RESA K-5 Science Instructional Unit Plan

Candidate: Jodi Wilder Topic and Grade Level:

5th Grade Purpose of a Watershed and How it helps or harms bodies of
water in the community
Assess and mitigate issues impacting the stream that runs through Big
Shantys property so that it eventually becomes a thriving stream
Resources/Websites: Misconceptions:
https://www.montereybayaquarium.org/- A watershed collects the flood water; a watershed is a shed for water; a
/m/pdf/education/curriculum/shower_curtain_watershed.pdf watershed is a shed by the water; a watershed is lots of rain that floods a
house
https://cobbcounty.org/index.php?option=
com_content&view=article&id=3281&Itemid=2708

Performance Expectation:
Explore the creek and take notes and pictures of erosion
Test water for pollutants over several visits to the creek
Research how to minimize the effects of pollutants and erosion
Design a solution to minimize the erosion
Name the creek based on its location and attributes
Use design to test out if it successfully prevents erosion
Science & Engineering Practices Disciplinary Core Ideas (Content) Crosscutting Concept(s)

1. Asking questions and defining problems-
What pollutants are in our water? How do
we minimize the effect of these
pollutants? Where does the water go?
2. Using mathematics, information and
computer technology, and computational
thinking, gather research on water quality
and water testing for pollutants
3. Analyze and interpret data on water
quality testing over time
4. Design a solution to minimize the
particulates in our stream
S5E1. Obtain, evaluate, and communicate 1. Stability and Change
information to identify surface features on the 2. Structure and function
Earth caused by constructive and/or destructive 3. Cause and effect
processes.
a. Construct an argument supported by scientific
evidence to identify surface features
(examples could include deltas, sand dunes,
mountains, volcanoes) as being caused by
constructive and/or destructive processes
(examples could include deposition, weathering,
erosion, and impact of organisms).
b. Develop simple interactive models to collect data
that illustrate how changes in surface features
are/were caused by constructive and/or destructive
processes.
 c. Ask questions to obtain information on how
technology is used to limit and/or predict the
impact of constructive and destructive processes.
General Sequence of the Unit - Building for Conceptual Understanding - Interdisciplinary Connections

Conduct a field study of the school campus, observe how the rain water runs across the land and empties into the creek on campus, select an area for weekly
observations, collect reliable data in chosen area of campus, create solutions to erosion problems observed over several months and construct an argument
to support your solution using a C-E-R framework.

EVALUATE (Culminating Task):

Students use the CER framework to construct an argument to support their solution for the erosion problem near the chosen area near the creek and include
their evidence and reasoning to justify their argument.

Weekly Lesson Plans

Lesson 1 Lesson 2 Lesson 3 Lesson 4
Essential
Question: What are constructive and What is a watershed and how does What erosion do you see on the Where does rain water go? How do
destructive forces near us? How is it affect our school stream? way to the creek? humans affect the health of our
water constructive and watershed?
destructive?
ENGAGE Watch a Power Point on water and Walk the nature trail to the stream Using tools for data collection, walk Share photos and diagrams of
(Opening/Hook) the water cycle to engage and talk about where the water to chosen site and place stakes and various Georgia watersheds and
How will you discussion about these forces comes from and where it is going. signs marking the 10 ft by 10 ft site. run off. Discuss features in the
ENGAGE students around our school. Encourage Look for signs of constructive and Students will work in pairs to watersheds and have students
and/or connect to discussion about what students destructive forces near the stream collect the data using temperature work in groups of 4 to create a
prior knowledge? have seen around the school and and take pictures of areas with guns, thermometers, altitude and watershed model in a small plastic
the city they live in. weathering, deposition, and light (lux) apps on iPads. Other bin.
erosion. Write down observations pairs will record info in journals
in journals. and take pictures of chosen site
with the iPads.
EXPLORE/EXPLAIN Students explore the essential
(Work Period) Complete notes in science journal. On return to the class, discuss Complete the graphic organizer for questions by analyzing pictures and
How will students Explain how the water cycle works observations and have students Baseline Datasheet to include identifying watershed features.
EXPLORE, EXPLAIN in a drawing. share their findings and ideas for observations from chosen site. Students then make a watershed
and/or EXTEND a what spot they want to observe all Include elevation, air temperature, model using plastic wrap, a spray
concept? year. Take a vote to choose the ground temperature, illumination, bottle of water, food coloring and
site. and site grid. the watershed model.
Closing:
How will you Students share water cycle Class poster of observations Journal checks for Data Baseline Compare the schools watershed to
summarize the knowledge with partners. Evaluate including photos of erosion, worksheet and accurate drawing of the plastic wrap models. Answer
lesson? How will by checking journals for accurate weathering and deposition. Journal site grid. the following questions:
you EVALUATE? information checks. How is our watershed similar to
our plastic wrap watershed
models? How is it different? What
features are found in our
watershed? What physical features
(names of mountains, ridges and so
on) form the edges of our
watershed? When it rains, where
does the water flow in our
watershed? Are your homes in the
same watershed as our school?
Does the water you drink come
from this watershed?

Assessment (What is the evidence of learning?)

Formative (On-going) Summative (End)
Science journals with observations, data sheets and reflections on data, research
folders with causes/effects of run off and possible solutions CER Rubric to assess student performance task

Differentiated Instruction
Small Groups (Based on Assessment Data) Independent Learning Centers
Scaffolded supports for research and writing Computer stations with preselected websites.
Pre-assign topics Watershed, Water cycle, water purification and other books
Targeted systematic vocabulary support Computer stations with headphones for students who need text read to them
Supporting Documents
Claim-Evidence-Reasoning Rubric
Claim
A statement or conclusion
that answers the original
question or problem.
Evidence
Scientific data that supports
the claim. The data need to
be appropriate and
sufficient to support the
claim.
Reasoning
A justification that connects
the evidence to the claim. It
shows why the data counts
as evidence by using
appropriate and sufficient
scientific principles.
4 3 2 1
Advanced Proficient Progressing Beginning
Makes a claim that is Makes a claim that is Makes a relevant and Does not make a claim, or
relevant, accurate, and Relevant (Directly & clearly accurate but incomplete makes an inaccurate or
complete. responds to question) claim. irrelevant claim.
Contrasts the claim to an Accurate (Consistent with
evidence and scientific principles)
alternative claim.
Complete (Complete sentence
that stands alone)
Provides appropriate and Provides evidence to Provides appropriate, but Does not provide
sufficient evidence to support the claim that is insufficient evidence to evidence, or only
support claim. Appropriate (Scientific data or support claim. May provides inappropriate
Discusses evidence that information from observations, include some evidence (Evidence that
investigations, data analysis, or
would support alternative valid scientific sources) inappropriate evidence. does not support claim).
claim. Sufficient (Enough evidence to
support the claim)
Provides reasoning that Explanation provides Provides reasoning that Does not provide
clearly connects the reasoning that is connects the evidence to reasoning, or only
evidence to the claim. Clear (Clearly communicated and the claim. May include provides inappropriate
Includes appropriate and goes beyond repeating claim and some scientific principles reasoning.
evidence)
sufficient scientific or justification for why
Connected (Explains why the
principles to explain why evidence is important or why it is the evidence supports the
the evidence supports the relevant) claim, but not sufficient.
claim. Integrated (Links the evidence
Explains why the to an important disciplinary idea
and crosscutting concept)
alternative claim is
inaccurate.
 Surface Features and Run Off

Construct an argument supported by scientific evidence to identify how run off in a watershed is changed by surface
features of different landforms and possible pollutants in the water as it runs off into the watershed.
Use information from the watershed and plastic wrap model to support your argument.

LANDFORM POLLUTANT CHANGES

EXAMPLE: CREATES A COLLECTION OF
SMALL DIP IN THE GRASS GASOLINE WATER MIXED WITH GASOLINE
THAT SATURATES THE DITCH
 Watershed Wonders-Baseline Datasheet
Where is your site located?
______________________________________
Why did your team choose this location?
______________________________________

What is being What tool will Data

measured? we use?
Elevation Altitude app
Air temperature Thermometer
Ground Temperature gun
temperature
Illumination (Lux) Galactica app
% site (rocks) Site grid
% site (soil) Site grid
% site (plants) Site grid

Your teacher will display the aerial

Site Grid photo of your site, use this picture
to make each box represent (rock,
soil, or plants that are visible on
your site.

Each box equals 1/100 or 1% of

the entire site.

Color key:

Rock- grey

Soil- red

Plant- green