T E A C H E R S N O T E S Focus: Students explore the importance of air and water to living things. They will also learn why living things need air and water, how we use wind, the water cycle, the three states of water, and why it is important to keep our water and air clean. Learning Goals: Students will have opportunities to learn how to correctly use the terms absorb, carbon dioxide, oxygen, electricity, energy, environment, wind, crop, fresh, salty, surface, evaporate, cloud, precipitation, weather, water cycle, chemical, pollute, well why living things need air and water how we use wind in our lives where water is found and how we use it how the water cycle works that there are three states of water how polluted air and water is a danger to living things how humans can work together to keep air and water clean Discussion Prompts: Why are air and water so important for life? How is wind created and how do we use it? What are the different sources of water? How are they different? How does water circulate on earth? What are the three different states of water? How do they change in different weather? How do humans cause water and air pollution? How can humans keep water and air clean? Assessment Prompts: Do students demonstrate, in their discussions and answers to questions, understanding of the science vocabulary used in the cards for this unit? Are students able to carry out the skills of scientific inquiry, following activity procedure steps safely and accurately, making observations when appropriate? Assess students responses during discussions. - Do students understand that clean water and air are essential for life? - Do they understand how wind is moving air? - Do they understand where water comes from and that it is found in several forms (for example, ice, frost, dew, rain, fresh, salty) - Can students explain why it is important to keep our air and water clean? - Can students suggest ways to reduce air and water pollution? Links to PCSP Student Book Air and Water: Card 1: see lessons 1-3, and 5 Card 2: see lessons 2 and 3 Card 3: see lessons 4, 5, and 11 Card 4: see lessons 7-10 Card 5: see lessons 13 and 14
Focus: Students explore why living things need air and water. Activity Description: A new screen answers the Think question. Students can click on the orange icon to have the wind blow the seeds away from the next two screens. Learning Goal: Students learn that wind helps plants to distribute their seeds. Ask Students: How does the wind help plants? Assessment: Are students able to describe two examples of how the wind helps plants to spread their seeds? Introduce students to the topic with the video of different living things using air and water. Discuss the video and any comments or questions students may have. Activity Description: A new screen answers the Think question when the student clicks on a picture of the human body to discover how much water is in it. Students click on the orange icon on each picture to discover how much water is in each living thing. Students then click on another orange icon to match pictures that go together. The task is completed when students drop the proper labels onto the pairs of pictures. Learning Goal: Students learn that all living things are composed of water. Ask Students: How much water is in living things? Assessment: Are students able to describe how much water is in several different kinds of living things? PCSP Interactive Science Teacher s Notes 2
Activity Description: In the new screen that appears, students learn more information about the celery experiment. Learning Goal: Students enhance their understanding of air pressure and force. Ask Students: What is happening to the water in this experiment? What is happening to the celery? Assessment: Are students able to do the experiment and explain what is happening with the water and celery? PCSP Interactive Science Teacher s Notes 3
Focus: Students discover the source of wind and how we use wind. Activity Description: In the screen that appears, the Think question is answered by clicking on each picture. Learning Goal: Students explore how wind is at work. Ask Students: What happens to objects in our world when it is windy? Assessment: Can students describe/draw how wind moves things in our world? Introduce students to the topic with the video showing a windy day. Discuss the video and any comments or questions students may have. Activity Description: In the new screen that appears, the text and pictures answer the Think question. Students click on the orange icon and then on the wind icon on the map to complete the Think question. Learning Goal: Student explore how wind influences life around the world. Ask Students: How can the force of wind be dangerous? Assessment: Do students understand how wind can have dangerous consequences? Can they describe some of these dangerous situations? Activity Description: In the new screen that appears, the text and photos answer the Think question. Students click on the orange icon and then correctly answer the questions presented to make the windmill spin. Learning Goals: Students review their understanding of the force of wind. Ask Students: How do wind farms use wind? Assessment: Can students describe how wind is used to help humans? PCSP Interactive Science Teacher s Notes 4
Activity Description: Students drag the cursor and highlight the wind vocabulary words. Learning Goal: Students will consolidate their understanding of wind and wind vocabulary. Ask Students: Do they know what all of the wind words mean? Assessment: Can students explain/draw what each wind word means? PCSP Interactive Science Teacher s Notes 5
Focus: Students discover where we find water and how we use water. Activity Description: Students complete a timed word scramble to complete each sentence and answer the Think question. Learning Goal: Students discover how we use water for energy. Ask Students: How is water used to create energy? Assessment: Are students able to describe how water is used to create energy? Introduce students to the topic with the video that shows people using water in different ways. Discuss the video and any comments or questions students may have. Activity Description: Students click through the text and pictures presented on several screens to answer the Think question. Students can then click on the arrow icon to learn more about each picture. Learning Goal: Students learn where fresh water is found. Ask Students: Where in the world do we find fresh water? Assessment: Can students describe where we find fresh water and why it is important to have fresh water? PCSP Interactive Science Teacher s Notes 6
Activity Description: This screen shows how fresh water is distributed in the world. Students click on the orange icon to move the slider and the pie graph shows the percentage of fresh water in the world. Students lock in their answers and answers are confirmed when correct. Learning Goal: Students will expand their knowledge of how much fresh water is actually in the world. Ask Students: How much water on our planet is fresh? Where does it come from? Assessment: Can students describe the distribution of water on earth and how much can be used by people? Can they explain why this is important to life on earth? PCSP Interactive Science Teacher s Notes 7
Focus: Students explore the water cycle and the three states of water. Activity Description: A new screen appears that shows the water cycle. Students click on Start to watch the water cycle in action. Students can then click on the numbers in the picture to find out more about each part of the water cycle. Students then click on the orange icon to drag and drop the captions to match each section of the water cycle. Learning Goal: Students will explore how the water cycle works. Ask Students: How does the water cycle work? Assessment: Are students able to draw/describe how each part of the water cycle works to create a never-ending cycle? Introduce students to the topic with the video that shows clouds moving across a mountainous landscape. Discuss the video and any comments or questions students may have. Activity Description: Students match labels to a picture to complete the Think question. Students then click the orange icon to learn about clouds and complete the timed naming activity on the next screen to identify clouds. Learning Goal: Students will explore how clouds form. Ask Students: How are clouds made? Assessment: Are students able to give several examples of how clouds are made, and can they name several different kinds of clouds? Activity Description: Students click the orange icon to see the next screen, and click the blue plus icons to answer the Think question for each picture. Learning Goal: Students will explore the many states of water seen in different types of weather. Ask Students: What are the different states of water seen in different types of weather? Assessment: Can students describe/draw how water comes in many states in different forms of weather? PCSP Interactive Science Teacher s Notes 8
Activity Description: Students choose a weather picture from this screen, drag it into the centre of the chart, choose a weather symbol to match, and drag matching captions for their pictures to complete the task. Learning Goal: Students learn the connection between weather and the water cycle. Ask Students: What part of the water cycle is each kind of weather? How is the state of water different? Assessment: Are students able to explain/draw several kinds of weather and explain the state of water unique to that weather? PCSP Interactive Science Teacher s Notes 9
Focus: Students discover why dirty air and water are a problem. Activity Description: The text and pictures on the next screen answer the Think questions. Students can drop sections into the photographs to learn more. Learning Goal: Students discover what causes pollution in cities. Ask Students: What causes pollution in cities? Assessment: Are students able to describe some of the factors that create pollution? Introduce students to the topic with the video that shows air and water pollution. Discuss the video and any comments or questions students may have. Activity Description: Sudents click on purple dots on a map on the next screen to answer the Think question. Students can then click on the orange icon to drop labels onto the correct places on the diagram. This activity is timed and self-checking. Learning Goal: Students will discover where in the world fresh water is limited and plentiful. Ask Students: Why is the fresh-water supply in the world different in different places? Assessment: Are students able to describe why fresh water is limited and plentiful in different places in the world? PCSP Interactive Science Teacher s Notes 10
Activity Description: Students answer the Think question by clicking on the water drops in the picture to learn more about what they can do to keep our air and water clean. Learning Goal: Students learn that humans are responsible for much of the air and water pollution in the world and that we must take steps to try to keep our air and water clean. Ask Students: What are some of the things that humans can do to keep our air and water clean? Assessment: Are students able to describe some of the actions they can take or people they can influence to keep air and water clean? PCSP Interactive Science Teacher s Notes 11