Earth’s Resources: Air and Water - ??s Resources: Air and Water ... Key concepts include ... Discuss with the students how winds can help dissipate air pollution, but have them ...

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<ul><li><p>ScienceEnhancedScopeandSequenceGrade1</p><p>VirginiaDepartmentofEducation2012 1</p><p>EarthsResources:AirandWaterStrand EarthResourcesTopic FivesensesandEarthsnaturalresourcesPrimarySOL 1.8 Thestudentwillinvestigateandunderstandthatnaturalresourcesare</p><p>limited.Keyconceptsincludeb) factorsthataffectairandwaterquality.</p><p>RelatedSOL 1.1 Thestudentwilldemonstrateanunderstandingofscientificreasoning,logic,andthenatureofsciencebyplanningandconductinginvestigationsinwhicha) thesensesareusedtoobservedifferencesinphysicalproperties;b) observationsaremadefrommultiplepositionstoachieveavarietyof</p><p>perspectivesandarerepeatedtoensureaccuracy;c) objectsoreventsareclassifiedandarrangedaccordingto</p><p>characteristicsorproperties;f) inferencesaremadeandconclusionsaredrawnaboutfamiliarobjects</p><p>andevents;h) predictionsaremadebasedonpatternsofobservations;i) observationsanddataarerecorded,analyzed,andcommunicated</p><p>orallyandwithsimplegraphs,pictures,writtenstatements,andnumbers;</p><p>j) simpleinvestigationsandexperimentsareconductedtoanswerquestions.</p><p>Background Information Air,water,andsunlightarenaturalresourcesthatnearlyalllivingthingsneedtosurvive.Airandwaterpollutionhavealwaysaccompaniedcivilizations.</p><p>Someofthefactorsthataffectwaterqualityare: naturalcontaminantswhicharecompletelyoutsideourcontrol.Theseinclude</p><p>contaminationcausedduetodriedleaves,deadinsects,birddroppings,andanimalfecesreachingthenaturalsourcesofwater.</p><p> agriculturalrunoffs,fertilizers,andcleansers industrialwastesbeingdumpeddirectlyinrivers(Therearemany,manyregulationsin</p><p>placenowwhichhelptolimitthis.)</p><p>Somefactorsthataffectairqualityare: combustion,construction,mining,andagriculture motorvehicleemissionswhichareoneoftheleadingcauses</p><p>Materials Airfreshenerinaspraycontainer Threelargepiecesofcardboardtouseasfans</p></li><li><p>ScienceEnhancedScopeandSequenceGrade1</p><p>VirginiaDepartmentofEducation2012 2</p><p> Foreachteamoftwotothreestudents,putthefollowingonalargetray:o Threecontainersofwateraboutfull(containerscanbelargeclearplasticcups)o Threeplasticspoonso Enoughsalttogetalargespoonfulofsalto Asmallcontainer(smallbathroomsizedpapercup)ofvinegaro Asmallcontainer(smallbathroomsizedpapercup)ofwaterwithacoupledrops</p><p>ofredfoodcoloringinito Afewpapertowelsateachtableo Studentgoggleso Studentapronsifavailableo AWaterPollutionTestingsheetforeachteam</p><p> Studentjournals</p><p>Vocabulary Naturalresources,airpollution,waterpollution</p><p>Student/Teacher Actions (what students and teachers should be doing to facilitate learning) Introduction</p><p>1. Inalargegroup,reviewwiththeclasswhatnaturalresourcesare.Reviewwhichnaturalresourcesarerenewableandwhicharenonrenewable.</p><p>2. Discusswithstudentswhatwemeanwhenwesayairpollutionorwaterpollution.Askthestudentswhattheythinkmightcauseproblemswithourairorwater.</p><p>Procedure13. Tellstudentsthattodaytheyaregoingtobescientistsandaregoingtoconductsome</p><p>scienceexperimentsaboutthenaturalresourcesofairandwater.</p><p>4. Inthefirstexperimenttheclassisgoingtoexploretheair.Havestudentsclosetheireyesandputtheirheadsdown.Whilestudentshavetheireyesclosed,sprayacouplesquirtsofaroomfreshener.</p><p>5. Havestudentsopentheireyesandusingtheirsenseofsmell,tellyouwhatisdifferent.Askthestudentswhattheythinkofthenewodor?Askthemhowtheywouldfeelifthenewodorsmelledlikedirtyfeet?Relatethenewodortopollutionintheair.Askstudentsiftheyhaveanysuggestionsforhowwecouldcleartheair?</p><p>6. Tellstudentswearegoingtotryanexperimentthatshowshowwindhelpsmixtheairsothatthenewodorisnotasstrong.</p></li><li><p>ScienceEnhancedScopeandSequenceGrade1</p><p>VirginiaDepartmentofEducation2012 3</p><p>7. Selectthreestudentstousethreelargepiecesofcardboardasfans.Askstudentswhattheythinkwillhappenwhenthesethreestudentsbegintofanthearea?Askthemiftheythinktheodorwillstillbeintheair?</p><p>8. Havethethreestudentsusethecardboardtofantheareafor30seconds.</p><p>9. Havestudentsdescribewhattheysmellnow.Askthemifwhattheypredictedpreviouslyhappened?Havethemexplainwhyitdidorwhyitdidnot.</p><p>10. Askthestudentsifwesprayedothersubstancesintheair,wouldthesamethinghappen?Whyorwhynot?</p><p>11. Discusswiththestudentshowwindscanhelpdissipateairpollution,buthavethemdiscussagainthatthepollutantsarestillinEarthsair,justnotinaconcentratedarea.</p><p>Procedure212. Tellstudentsthattheyarenowgoingtoconductasecondexperimentthatdealswith</p><p>water.</p><p>13. Demonstrateafewtechniquesthattheywillwanttousewhenconductingtheirexperiment.</p><p>a. Remindstudentstoweargoggleswhileconductingtheexperiment.b. Showthemhowtosafelypourtheitemsintothecontainersofwater.c. Showthemhowtosmellthewaterusingawaftingtechnique.Thisconsistsof</p><p>wavingyourhandoverthecontainerinsuchawayastogentlypushthevaportowardsyouwhilekeepingthecontaineritselfwellawayfromyourface.It'sbasicallythesamewayacooksmellhotfoodwithoutstickinghis/herheadrightoverthepotandgettingafacefulofsteam.</p><p>d. Showthemwhatismeantbystirgently.</p><p>14. Dividetheclassintogroupsoftwotothreestudentseach.Haveeachgroupmovetoatabletowork.</p><p>15. Ateachtable,havethefollowingsuppliesonalargetray:a. Threecontainersofwateraboutfull(containerscanbelargeclearplasticcups)b. Threeplasticspoonsc. Enoughsalttogetalargespoonfulofsaltd. Asmallcontainer(smallbathroomsizedpapercup)ofvinegare. Asmallcontainer(smallbathroomsizedpapercup)ofwaterwithacoupledrops</p><p>ofredfoodcoloringinitf. Afewpapertowelsateachtable</p></li><li><p>ScienceEnhancedScopeandSequenceGrade1</p><p>VirginiaDepartmentofEducation2012 4</p><p>g. Studentgogglesh. Studentapronsifavailablei. AWaterPollutionTestingsheetforeachteam</p><p>16. HavestudentsfollowthedirectionsontheWaterPollutionTestingsheet.(Dependingonreadingability,someteamsmayneedmoreassistancethanothers.)</p><p>17. Whentheteamshavefinishedtheirexperiment,havethemputalltheirmaterialsbackontheirtray.Collectthetraysandputthemtothesideforlatercleanup.</p><p>18. Askstudentstodescribewhathappenedwhentheyputthesaltinthewater.Couldtheyseethesaltinthewater?Couldtheysmellthesaltinthewater?Ifthiswastheirdrinkingwater,wouldtheywantittocontainsalt?Askiftheythinkthesaltcouldberemoved?(Acceptallanswersforthisquestion.)</p><p>19. Askstudentstoanswerthesamequestionsforthewaterandvinegar,andthewaterandredwater.</p><p>20. Askthemifwaterpollutionmightbeaproblem?</p><p>21. Askforsuggestionsforpreventingwaterandairpollution.</p><p>Assessment Questions</p><p>o Whathappenstotheairandtowaterifthingsareaddedtothem?o Areallthingsthatareaddedtoairortowaterbad?o Howcanpeoplehelpkeepourairandourwaterclean?Supportyouranswer</p><p>withdetails.</p><p> Journal/writingpromptso Drawapictureanddescribetheexperimentsweconductedtodayaboutourair</p><p>andwater.o Explainwhatwecandotohelpkeepourairandwaterclean.</p><p> Other</p><p>Extensions and Connections (for all students) CelebrateEarthDay,ArborDay,orEarthHourwiththeclassorschoolwidetoreinforce</p><p>theconceptsofcaringfortheplanetandtheresourcesavailabletoall.ViewingEarthasonecommunityisanimportantconceptofeachcelebration.(KindergartenScienceK.10),(HistoryandSocialSciences/Geography1.6,Civics1.10,1.12b)(Science1.4,1.5)</p><p> Takeafieldtriptoalocalnaturecenter,areaandstatepark,wildliferefugearea,orrescuecenter.Thiswouldreinforcetheideaofprotectingournaturalresources.</p></li><li><p>ScienceEnhancedScopeandSequenceGrade1</p><p>VirginiaDepartmentofEducation2012 5</p><p> Guestspeakersfromareaenvironmentaleducationchaptersorcenterswouldalsobevaluableresources.</p><p> AdoptaSpotonyourschoolorplaygroundareatobeginprotectingandtakingcareofasaclass.IfyourschooldoesnotalreadyhaveanOutdoorClassroom,explorewaystobringonetoyourschoolbyexploringgrantsorresourcesavailableinyourarea.</p><p> Makepostersencouragingnaturalresourcesandwildlifeprotection.Createbookmarks,tshirts,banners,orblogs.</p><p> Joinorhelpcreateaschoolenvironmentalgroupwhichcouldassistinoutdoorclassroomprojects,schoolBeautificationDays,andsupportenvironmentalliteracywithintheschool.</p><p> Takegrouptripsandconductprojectstohelpbuildawareness.Invitelocalleaderstocomeandspeakaboutlocalconcernsfortheenvironmentandhowthosemayaffecttheschoolandcommunity.</p><p>Strategies for Differentiation Havestudentsuseacameratodocumenttheirexperiments.</p></li><li><p>ScienceEnhancedScopeandSequenceGrade1</p><p>VirginiaDepartmentofEducation2012 6</p><p>WaterPollutionTestingNames: Date: </p><p>Directions:</p><p>Youaregoingtotestwater.</p><p>1. Putonyourgoggles.2. Getacupofwaterandaspoon.3. Getthecupofsalt.4. Putonespoonofsaltinthewater.5. Stirthewatergently.6. Whatdoyousee?</p><p> 7. Whatdoyousmell?</p><p> 8. Putthesaltandtheglassofwateronthetray.</p></li><li><p>ScienceEnhancedScopeandSequenceGrade1</p><p>VirginiaDepartmentofEducation2012 7</p><p>1. Getacupofwaterandaspoon.2. Getthecupofvinegar.3. Pourthevinegarinthewater.4. Stirthewatergently.5. Whatdoyousee?</p><p> 6. Whatdoyousmell?</p><p> 7. Putthevinegarandtheglassofwateronthetray.____________________________________________</p><p>1. Getacupofwaterandaspoon.2. Getthecupofredwater.3. Pourtheredwaterinthecleanwater.4. Stirthewatergently.5. Whatdoyousee?</p></li><li><p>ScienceEnhancedScopeandSequenceGrade1</p><p>VirginiaDepartmentofEducation2012 8</p><p> 6. Whatdoyousmell?</p><p> 7. Puttheredwaterandtheglassofwateronthetray.</p><p>8. Howcanyouhelpkeepwaterclean?</p></li></ul>

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