Chapter 11 Introduction "The Earth's Water"

Materials:

• Newspaper, Magazine, or drawn pictures of water in different forms and different places. or the worksheet, Local Water Sources.
• Scratch paper for small group KWL activity.

Objective:

• Students will become familiar with how water is part of there lives and the lives of everything on Earth.
• Students will find out what they will be trying to achieve while studying chapter 11
• Students will discover what they already know about water.

Anticipatory Set:* If class starts at 10:00 Students will cut out pictures of water in its various forms. They will then complete this sheet on Water. Students starting at 10:30 will do this exercise after the lesson.

Teacher Input:* Teacher will read the introductory paragraph from Page 255 while the students look at the Picture on Page 254. Discuss the Organize Your Thoughts diagram on page 255 and how it relates with the chapter. Discuss the goals for chapter 11 at the bottom of page 255.

Show the students a KWL type of exercise table and have them break up into small groups for 7 minutes. Have each small group fill in the table under each heading: "What I definitely know about water", "What I think I know about water", "What would I like to know about water"

Here are some riddles for the students having to do with water: (List them and see if the students can figure them out)

What gets wetter and wetter the more it dries? A towel

I have holes in my top and bottom, my left and right, and in the middle. But I still hold Water what am I? (a sponge)

Give me food, and I will live; give me water, and I will die. What am I? (a fire)

Throw it off the highest building, and I'll not break. But put me in the ocean, and I will. What am I? (a tissue or a wave)

What can run but never walks, has a mouth but never talks, has a head but never weeps, has a bed but never sleeps?( river)

I'm the part of the bird that's not in the sky. I can swim in the ocean and yet remain dry. What am I?( a shadow)

Pronounced as one letter,
And written with three,
Two letters there are,
And two only in me.
I'm double, I'm single,
I'm black, blue, and gray,
I'm read from both ends,
And the same either way.
What am I? (an eye)

You use a knife to slice my head and weep beside me when I am dead. What am I?(an onion)

The man who invented it doesn't want it. The man who bought it doesn't need it. The man who needs it doesn't know it. What is it? (a coffin)

Guided Practice:* Have the students read some of their items to create a master list for the class. At the end of the chapter we will go back to the master list and check off everything that we found out and see if there are any holes.

Independent Practice:* Complete the Anticipatory Set Activity.

Duration:

30 minutes + 10-15 for Independent Practice (Could be longer if taken for homework).

Alaska Content Standards Addressed in this lesson:

• SCI A-3 Students will understand models describing the composition, age, and size of our universe, galaxy, and solar system and understand that the universe is constantly moving and changing (Universe);
• SCI A-9 Students will understand the transfers and transformations of matter and energy that link living things and their physical environment.

• SCI A-15 Students will use science to understand and describe the local environment (Local Knowledge); and: