Daily PBL Plans

Monday
Tuesday
Lang. Arts/Science Water
time
Presentation by
Pre-Assess:
Stockton East Water
District:
Complete a KWL
chart with class,
Play game and
determining what
interact with the
they already know
parts of the water
about water and
cycle, and how it
what they wonder
can get stalled.
about.
Learn where the
water is on earth
Math time
and the percentages
AIMS activity:
of salt and fresh
Measure up
water.
Students will:
calibrate a cup
observe
conservation of
volume
use the calibrated
cup as a measuring
tool
answer the question
How many
centimeters high will
the 100-milliliter mark
be on your science
cup?
include work in
Science Journal

EL and

EL Strategies:
All parts of the game
and presentation are
illustrated with
pictures. During the
game rotate and
help with the
vocabulary.
Intervention
Lesson:
All parts of this
lesson will be
presented in
subsequent days
multiple times,

Week # 1 Dates ___________________________

Wednesday
Thursday
Lang. Arts/Science Lang. Arts/Science
time
time
Present project idea:

Friday
Lang. Arts/Science
time and Arts
Block time

Explain the Water

Fair and what they
are going to be
doing.

Water cycle:
(Partners)
1. Using print
materials and web
sites, research what
the water cycle is.
Draw a sketch in
their science journal,
correctly labeling
and explaining the
different parts of the
cycle.
2. Have teacher
check for accuracy.
3. Create a final
draft in the form of a
poster. Utilizing
methods learned in
art.

Math time
Review coordinate
graphing in the 1st
quadrant.
AIMS activity: All
Bottled Up

Students will:
compare capacities
of four different
bottles
predict and observe
the various volumes of
water each bottle can
hold
include work in
Science Journal
EL Strategies:
Review vocabulary
from Measure Up.
Work with a partner.
Intervention
Lesson:

AIMS activity Were

You Aware?
Students will:
predict the % of salt
and fresh water found
on the Earth
compare their
predictions to the
actual %
complete a circle
graph
use internet as a
resource
include work in
Science Journal
EL and Intervention
Strategies:
Direct them towards
the websites with
more comprehensible
text and pictures.
Work with a partner.
GATE:
Direct them towards
the websites that go
deeper into the topic
and have them do the
extension experiment
with freezing salt
water.

EL Strategies and
Intervention
Lesson:
If working with a
partner is not
enough, pull a small
group and guide
them through the

Intervention
Strategies:
Work with a partner
during Measure
Up.

multiple ways.
Notice who seems
confused and
provide extra
support in later
lessons.

Daily PBL Plans

Practice coordinate
graphing using the
white boards with
grids printed on them.

Week #2

Assessment :
Science Journal entrysummarize where the

water is

lesson.
Also, have EL and
Title 1 teachers
follow up on the
vocabulary.

Dates ___________________________

Monday
Tuesday
Wednesday
Thursday
Friday
Lang. Arts/Science Lang. Arts/Science Lang. Arts/Science Lang. Arts/Science Lang. Arts/Science
time
time
time
time
time
AIMS activity The
Mini Water Cycle

Students will:
observe the
processes of a
miniature water cycle
inside a plastic bag
observe and record
results in Science
Journal over four days

Arts Block time

Finish poster

EL and
Intervention
Strategies:

Check on mini water

cycles. Observe and
record in Science
Journal.

Check on mini water

cycles. Observe and
record in Science
Journal.

* If previous
activities have taken
longer to complete,
consider not doing
the following. And
using today as a
work day..

Complete a KWL
chart with class,
determining what
they already know
about drought and
what they wonder
about.

AIMS activity
Moving Raindrops

ShareShasta lake water

levels: pictures of
normal levels of
water and current
pictures of water
level.

Students will:
construct a model
that depicts the water
cycle

EL and

(Google: Shasta Lake

Check on mini water

cycles. Observe and
record in Science
Journal. Share final
conclusions.
Have copies of
recent newspaper
articles available for
students to read
about the current
drought.
Students will write a
paragraph or more
summarizing the big
ideas that they read
about.
EL and
Intervention

Read about drought

in the context of
childrens literature.
Below are three
suggestions. Can do
as a whole class or
in literature circles.
Drylongso by
Virginia Hamilton
Journal of C. J.
Jackson: A Dust
Bowl Migrant by
William Durbin
Angels in the Dust
by Margot Raven
Use as examples of
how narratives use

Continue lesson with

them if didnt finish
on previous day.
GATE or early
finishers of the poster:
Perform the same
experiment with salt
water

Intervention
Strategies:
This would be a
good alternative for
students that the
poster is too difficult
for them

water levels)

Assessment:
(today or tomorrow)
Draw a sketch of the
water cycle and
label it correctly.

Daily PBL Plans

Monday
Lang. Arts
Continue with
literature

Tuesday
Lang. Arts
Continue with
literature

Science and Math

AIMS activity: Down
the Drain

Science and Math

Debrief findings
from homework. Add
to Science Journal

Students will
measure the amount
of water wasted
project potential
water waste for their
city, state, and
country
analyze data
measure elapsed
time and volume
use internet to
research current
populations
record in Science

Have students
brainstorm with
table groups,
appropriate topics
for the Water Fair.
Share out together.
Create a list.
Possible suggestions:
Evaporation
Condensation

Strategies:
Either provide the
articles written on a
simpler level or work
with me as a group
reading the articles
and organizing their
paragraph.

Week #3
Wednesday
Lang. Arts
Continue with
literature as
necessary.
Review rubric for
narrative.
Work on an organizer
for their narrative.
Provide time to write.
Science and Arts
Block time
Share
rubric/expectations for
their Water Fair
presentations and/or
booth.
Share resources and
materials that I can
make available for

factual information
as a context for the
story.
[Students will be
writing their own
narratives with water
and/or drought being
a part of their story
(as weve done
previously).]

Dates ___________________________

Thursday
Lang. Arts
Continue with
literature as
necessary.

Friday
Lang. Arts
Continue with
literature as
necessary.

Narrative writing
time.

Narrative writing
time.
After today, any
unfinished
narratives will be
assigned as
homework.

Science and Arts

Block time
Group work
planning
What do they want to
teach?

Science and Arts

Block time

How do they want to

present their
information?

Discuss how to work

in a group.

Journal

EL Strategies:
Have directions for
the homework part
of the experiment
translated in
Spanish.

Water Cycle
Drought
Conservation

them including
appropriate
experiments.

(song, dance, art,

experiment results,
graphs, etc.)

Depending on the
class and students
involved, either have
them form groups to
work with on a
common topic or have
them list their top 3
choices and I can
place them in groups.

[Finish forming
groups. Place ELs and
lower performing
students either in
groups where they can
contribute or put them
in their own groups
with support being
provided either by the
EL teacher, title 1
teacher, or the
resource teacher.]

What resources do
they need?

Daily PBL Plans

Monday

Where will they get

the resources they
need?
Record decisions in
their Science Journals.

Make sure groups

that are doing
experiments pick an
appropriate one.

Week #4
Tuesday

Wednesday

Work time gather

information
Organize
experiments
[Provide support for
groups as needed.]
Debrief: What is
going well in groups
and why?
Science Journal:
What was
accomplished? What
do you need to do
next?

Dates ___________________________
Thursday

Friday

Work in groups:

Work in groups:

Work in groups:

Work in groups:

Work in groups:

Gather information
Conduct
experiments

Finish information
gathering and
experiments.

Design
presentation/display

Design
presentation/display

Finish up whatever
needs to be done.

Each day during

group work:
Refer students to
check the rubric for
their projects to see if
they are on the right

Practice
presentation/song/dan
ce/ etc.

track.
EL Strategies:
Make sure getting the
content. Find
pictures, videos, etc.
to help
comprehension where
needed.
Intervention
Lesson:
Conduct mini lessons
where necessary both
on science info and
on working with a
group.
Debrief: What is
going well in groups
and why?
Science Journal: What
was accomplished?
What do you need to
do next?

Daily PBL Plans

Monday
Practice for Water
Fair
Share presentation
with classmates.

Week #5
Tuesday

Make any
improvements
necessary.

Wednesday

Water Fair
Have principal and
other identified
adults complete an
evaluation for

Dates ___________________________

Thursday
Assessment:
1. Students
complete a
self evaluation on
their Water Fair
product and

Friday

Use what weve

previously learned
about presentations
and the arts to
analyze and critique
each others
presentations. Offer
helpful suggestions
for improvement.

presentations.

presentation.
2. Students write an
opinion piece on
water conservation.