Title: How could we make impure water drinkable?

Team Members: Megan Brear & Liz Webb

Grade: Second Grade

Overall Goal: In general, we want our students to understand where water comes from, be
knowledgeable that clean water is not available to everyone as freely as it is for us and come up with a
well thought out and realistic solution to this problem of how to make impure water drinkable.

The lesson will begin with students working in groups of 3-4, where they will brainstorm questions they
have and gather information that will help them understand the basis for the project (i.e. where does water
come from, what is in water that makes it impure). Students will have access to Chromebooks to do
online research and begin to gather some knowledge on the subject. To assess that the students properly
understand where water on our earth comes from, theyll be required to create a start and stop mini movie
showing how the water cycle works and specifically relating it to our community by using specific names
of reservoirs or dams where the precipitation is kept and other things of that matter. This will be the first
checkpoint and assessment for the project.

Next, students will work collaboratively to come up with one solution of how they think they can make
impure water drinkable and what system or device they would want to implement to do this. They will fill
out a project model form/worksheet that will be checked by the teacher as another checkpoint/assessment
to make sure it is realistic and on task. Once approved, the group will work together to begin creating
their solution for making impure water drinkable.

After every group has come up with a solution and workable model either 3D or 2D, they will
individually write a persuasive or argumentative style letter to the mayor or president explaining how they
believe they can make impure water clean, why it is important to do this and sell him/her on why their
model is the best and should be implemented in their city/nation etc. It should include evidence from
when they gathered information at the very beginning which displays their background knowledge for the
subject and also with the inclusion of their solution, it will show what they have learned throughout the
project and display their current knowledge. This letter will be typed, include picture of their model and
printed. This will be the final assessment in the project and will be graded on a 1-4 scale based on a rubric
they will have seen before writing it.
Standards
K-2.E.1 Pose questions, make
observations, and obtain
information about a situation people
want to change. Use this data to
define a simple problem that can be
solved through the
construction of a new or improved
object or tool
SEPS.1 Posing
questions (for
science) and
defining problems
(for engineering)
2.ESS.4 Obtain information to
identify where water is found on
Earth and that it can be solid or
liquid.
SEPS.8 Obtaining, evaluating, and
communicating information
SEPS.2 Developing
and using models
and tools
2.SL.2.1 Participate in collaborative
conversations about grade-
appropriate topics and texts with
peers and adults
in small and larger groups.
2.W.3.1 Write a logically connected
paragraph or paragraphs, that
introduce an opinion, with a
concluding
statement or section and multiple
reasons to explain why a certain
course of action should be followed.
Learning Objective Assessment
(1)Students should be able to name and Students will research
explain all the parts of the water cycle and create mini movie
(2) Students should be able to name and of water cycle
describe the water properties including information
(3) Label and explain a minimum of from their research
three impurities of water and demonstrate new
(4) Students will be able to perform knowledge of the
water observation and report the results subject
of their observations
(5) Students will be able to analyze the
results of water observation in order to
solve a problem
(1) Students should be able to develop a Complete project
practical water purification plan within worksheet approval
a group check
(2) Students should be able to use the
vocabulary terms to communicate their
ideas to the group comfortably,
confidentially and clearly using
background knowledge
(1) The students should be able to write The students will
a letter to a mayor or president write a persuasive
explaining their water purification plan, letter to the mayor or
using five paragraphs and at least three president about water
main points to describe why their purification, and how
system should be implemented it could be improved
(2) Students should be able to properly and why their new
write a persuasive letter including all model should be
necessary parts (name, date, intro, implemented. The
middle, concluding statement, signed, specific guidelines are
etc) and write about what they learned listed below in the
about water purification effectively rubric.
Key Terms & Definitions:
Purification: Taking hurtful things out of a liquid or substance to make it clean
Observation: The action of looking at something to gain information
Persuasion: To make someone believe that one side is more correct than the other
Clean: Free of dirt, bacteria or pollution
Water Cycle: The movement of water on Earths surface
Healthy: Being free from sickness, staying fit and well
Model: A small version of a final product to create a good example of what the product will look
like

Lesson Introduction (Hook, Grabber):

https://www.youtube.com/watch?v=AxfEVXNm_-4

The teacher will get the students involved by showing them the need for clean water in our world. Often
times students do not think about the outside world or big picture problems, so introducing them to the
problems of the world will open their eyes to new problems, and it could can excite them with the
opportunity to get involved. In first grade, the students should have learned how to develop solutions
that could be implemented to reduce the impact of humans on the land, water, air, and/or other
living things in the local environment (Standard 1.ESS.4). Here, they will be introduced to
expand upon that knowledge by applying it further and helping people in worldwide
communities.

At the end of the video, it asks what you can do to help people in need of water and gives the
students a base for questioning. The video also suggests giving money to a specified foundation.
The teacher will use this question to instead drive the students in another direction, when he/she
will inform them that they will be studying how to purify water and will be sharing this
knowledge with authorities.

Lesson Main:

Introducing the project: The teacher will share the project topic with the students. The teacher will walk
them through all of the steps that they will be completing in order to successfully finish the project, along
with give examples as to how to execute the components.

Pass out study guides/ facilitate research: The kids will be researching in groups to acquire the
information they need to execute the project accurately. In order to help them find the appropriate
information, they will use a guided learning sheet (see below) to help them take notes on what they will
be talking about later. Along with this, they will brainstorm their own questions that they can also address
in their project.

Begin stop motion project: The first project component of the lesson is a production task to make a stop
motion project. Here, the students will put together a stop motion video displaying their knowledge of the
water cycle. They will mention specific bodies of water in the community where the water may fall into
to relate their knowledge of the water cycle to real life weather. They should draw out the cycle and
describe each step.

Water purification system: Using newly acquired knowledge from their research about water and
purification, the students will create a system that they think would most efficiently in purify water. Using
a worksheet (see below) which will keep their research focused and on task, they will write down an
outline of their model, explaining it in detail and drawing it out as well. The teacher will check their
outline to make sure they are meeting the guidelines of the project and have stayed on task.

Persuasive Letter: Finally, using all of the information they have learned, the students will individually
write a persuasive letter to the mayor or president about how they think they can purify water, as well as
why it is important, and why their model is the best. The students will type the letter, and include a
picture of their model. The students will strengthen their writing skills, understanding of correct letter
formatting, and persuasion techniques. The students will showcase their previous understanding of the
topic, as well as their background knowledge acquired from the first component, and the knowledge
gained about purification from the second activity. This is the main component of the lesson because it
compiles everything learned in chunks into one, and the students should make the connections in this
letter.

Lesson Ending:

Finally, using all of the information they have learned, the students will individually write a persuasive
letter to the mayor or president about how they think they can purify water, as well as why it is important,
and why their model is the best. The students will type the letter, and include a picture of their model. The
students will strengthen their writing skills, understanding of correct letter formatting, and persuasion
techniques. The students will showcase their previous understanding of the topic, as well as their
background knowledge acquired from the first component, and the knowledge gained about purification
from the second activity. This will tie the lesson together because it compiles everything the students
learned in chunks into one final product where they individually can show demonstration of knowledge.
In the letter, students should make the connections and be able to clearly state their research and findings
which can be measured and assessed.

Assessment Rubric:
Resources / Artifacts:
Checkpoint worksheet for the kids to fill out in the second activity Megan Brear & Liz Webb
Water Cycle Stop Motion Example Liz Webb
Rubric Megan Brear

Differentiation:

1. Differentiation for ability levels

High ability: High ability learners could be leaders within their groups. They could be the source
of much of the driving ideas.
 Low ability: Low ability learners could use the other students as a resource to help them
understand the content and tasks assigned.

2. Differentiation for demographics

The students should intermix their groups with various races, cultures, and genders. There would
not be any altered assignment pieces for any of these demographics, but having a variety of
different people in one group would provide various viewpoints and ideas.

3. Differentiation for languages

ENL: The students would have the directions written for them in their original language. They
would be placed in a group with another student who could speak both languages and help
translate. If this is not an option, they would have the opportunity to work alone or use context
clues to help their classmates understand them.
ESL: The student would be given both a copy of the directions in their original language and
English. The student would also help the students who are learning English as a new language.
They would be placed in a group together so the student could help translate.
EFL: The student would be given the directions in English. If placed in a group with a student
who does not speak English, they should use context clues to help to understand each other. Tis
student would also have the help of the ESL student in their group.

4. Differentiation for access & resources

All students are given Chromebooks to work on their projects. However, if they do not have a
wireless connection at home, they would be given the ability to work on the project during recess
or after school with the laptops if chosen. However, if the student would prefer, he/she could
neatly write his/her letter instead of typing it.

Anticipated Difficulties:

The students may get off task as they research using the Chromebooks. We will solve this issue by having
the students execute an activity for each set of research they have, this way the students know they must
have something to share. The students may also find it difficult coming up with water purification
solutions. The teacher will be walking around to answer any questions and suggest websites the students
could use. Also, as this project is completed over the years, examples of previous solutions can be shown
as examples to help probe the current students in the right direction.

References:
Inquiry Project Example http://www.indiana.edu/~educw200/inquiry.html

Indiana State Education Standards https://www.doe.in.gov/sites/default/files/standards/second-grade-

resource-guide.pdf
Childrens Dictionary https://kids.wordsmyth.net/we/

RCampus Rubric Builder http://www.rcampus.com/