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 at School- Day 2
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 -cause and effect
problems
-systems/system models
-developing and using models
-energy and matter: flows, cycles
-obtaining, evaluation and and conservation
communicating information
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 –

Close toed shoes with good traction; safety review about staying on the trail with given partner and helping
each other down the slopes; poison ivy precautions

The Learning Plan:

ENGAGE: Walk the nature trail to the stream and talk about where the water comes from and where it is
going. Look for signs of constructive and destructive forces near the stream and take pictures of areas with
weathering, deposition, and erosion.

EXPLORE: Listen to the sounds on the nature trail. Write down observations in journals during the walk.
Explore possible places for the class to solve the erosion caused by run off.

EXPLAIN: On return to the class, discuss observations and have students share their findings and ideas for
what spot they want to observe all year. Take a vote to choose the site

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-poster of erosion findings and possible sites for the project; science
journals with drawings of erosion and reflections on possible sites for the class project. Summative
assessments-CER rubric to assess student performance task on problems and solutions for erosion in our
creek

Title of the Lesson: Watershed at School

Lesson Logistics/Materials:

-Letter given to students explaining the year-long project called Watershed Wonders taking place on every
Wednesdays (“Watershed Wednesdays”) (see attached)

-reminder to wear old shoes and clothes on Wednesdays

-safety discussion before leaving the building

-science journals; pencils; iPads to take pictures

-a class poster of erosion, weathering and deposition and possible adoption sites

-SEESAW account upload of expedition to the nature trail

 Watershed Wonders
BSI Fifth Grade Yearlong STEM Project
Congratulations! You are a Scientist chosen to embark on a field study of our campus watershed. A field study is a

piece of research undertaken outside the laboratory or place of learning, usually in a natural environment. We are going to

observe how the rain water runs across the land on Big Shanty’s campus and empties into our creek.

Your fifth grade STEM classrooms will “adopt” a location on the school’s campus watershed. Your team will choose one location

to observe throughout the entire school year. The site will be 10 foot by 10 foot. You will observe and discover the story of your

site and changes it endures over the length of the year. Your team will be able to create the story of the site over time and

compare your site to the other teams. Eventually, you will be able to create your own solution to any possible problems that you

observed.

During this field study you will visit your site every Wednesday at approximately the same time each day. It is vital as a Scientist

that we collect reliable data. We will control as many variables as we can called a controlled variable and it’s used as a constant

and unchanging standard of comparison in scientific experimentation. Remember, it is a privilege to participate in this yearlong

STEM project with your team. It is vital to your mission that you are respectful to your team, your site, the tools, and task of

observing and collecting reliable data.

Don’t take your team for granite, you know they rock!