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K5 Science Endorsement GPS Lesson Plan

Title Watershed Wonders


Teacher(s) Jodi Wilder
E-mail jodi.wilder@cobbk12.org
School Big Shanty Intermediate School
Lesson Title Watershed Simulation- Day 4
Grade Level 5th grade Concepts(s) Watersheds; erosion; deposition;
Targeted weathering; constructive/destructive forces
Performance Expectation

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.

(Clarification statement: Examples could include seismological studies, flood forecasting (GIS maps),
engineering/construction methods and materials, and infrared/satellite imagery.)
Science & Engineering Disciplinary Core Ideas Crosscutting Concept
Practice (Content)
-asking questions and defining Earth and Space Science -pattern
problems
-cause and effect
-developing and using models
-systems/system models
-obtaining, evaluation and
communicating information -energy and matter: flows, cycles
and conservation
Georgia Performance Standards –

S4E3. Students will differentiate between the states of water and how they relate to the water cycle and
weather.

S5E1. Obtain, evaluate, and communicate information to identify surface features on the Earth caused by
constructive and/or destructive processes.
Safety Considerations –

No safety consideration for this lesson due to the direct instruction nature of the lesson
The Learning Plan:

ENGAGE: Share photos and diagrams of various Georgia watersheds and run off. Discuss features in the
watersheds and have students work in groups of 4 to create a watershed model in a small plastic bins.

EXPLORE: Students explore the essential questions by analyzing pictures and identifying watershed
features. Students then complete the watershed model using plastic wrap, a spray bottle of water, food
coloring and the watershed model.

EXPLAIN: Compare the school’s watershed to the plastic wrap models. Answer the following questions:
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?

EXTEND: Scaffolded supports for research and writing; pre-assign topics; targeted systematic vocabulary
support; research books on water cycle and watersheds; computer stations for research on local watersheds

EVALUATE: Formative assessments-Science Journals with answers to the comparisons and reflections on
how the model is similar or different to the school’s watershed. Summative assessments-CER rubric to
assess student performance task on problems and solutions for erosion in our creek

Title of the Lesson: Water Cycle Review


Lesson Logistics/Materials:

Small plastic bins, Legos, clay, squirt bottles, plastic wrap, food coloring

Place students into groups of 3-4 for each bin. Have 2 different squirt bottles with the food coloring already in
the water to model pollutants.

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