Subject/Grade: Science/ 2/3 Lesson/Date: December 11, 2020 Time:1 hour

Stage 1: Desired Results

Lesson This lesson is a part of the exploring liquids unit that is done in grade 2/3. This lesson begins
Overview: by finishing a previous experiment on evaporation and then it moves into talking about the
Great Pacific Garbage Patch. Students will be taught about what the garbage patch is, how it
affects marine life and how plastics cause negative affects to the environment. The lesson ends
with students learning about the importance of water through an Indigenous perspective by
using a medicine wheel to explain how water is life.
GOs: Students will: learn about the nature of liquids and the interactions of liquids with other
materials.
SOs: Students will:
Students will:
1. Recognize and describe characteristics of liquids:
 recognize and describe liquid evaporation

Learning Students will:

Objectives  Write conclusions that demonstrate an understanding of how the process of evaporation
works
 Demonstrate an understanding of how plastic negatively affects the environments
 Demonstrate an understanding of how plastic negatively affects marine life
 Demonstrate an appreciation of the importance of water
 Demonstrate an understanding of where/how water fits into the medicine wheel

Stage 2: Assessment Evidence

Formative  Students workbooks can be Summative N/A
Assessment used as formative assessment Assessment
 Evaluative listening to inquiry
questions can be used as
formative assessment.

Stage 3: Learning Experience

Prior to  Have video ready to show Resources:  Science workbooks
Lesson:  Pre-drawn anchor chart  Water
 Mason Jars
 YouTube
Time: Content/Description Differentiation/
Assessments:
Introduction:
10:10- Review of Previous Concepts/New Learning:
10:15  Review what we have talked about for liquids, ask for some of the
big science words that we’ve learnt
 Discuss with students how the lesson is going to work. We’re going
to start off by finishing our “Do I Stay, or Do I Go?” lesson and
then move onto talking about The Pacific Ocean Garbage patch.
 Discuss with students how up until this point we’ve mostly
discussed what water is, and what is can do but we haven’t really
looked at the importance of water. Why is water important? Why
do we learn about water? Do we need to protect water? Explain
to students that the second [art of our lesson is going to be all about
Subject/Grade: Science/ 2/3 Lesson/Date: December 11, 2020 Time:1 hour
this.
10:15- Transition: Have everyone return to their seats and grab their science
10:17 duotangs
Body:
10:17- Direct Instruction/ Class Discussion: Finishing Should I stay or Should Formative
10:32 I Go Experiment Assessment:
 Have students gather around the horseshoe table to look at the Students workbooks
mason jars can be used for
 Discuss with students: formative assessment
- Which jar has more water? Why do you think this is?
- Why doesn’t the other jar have less water? Differentiation:
- Where did the water go in the jar with no lid? Having the
- What’s a real-life example where this process of evaporation information written
or condensation might happen? on the board should
 Have students return to their desks to discuss and fill in help students who
conclusions. are struggling to
 Which jar had less at the end? write.
- The jar with no lid
 Where did the water go?
- The water evaporated into the air
 Did the other jar lose any water? Why?
- No, because the water was unable to evaporate into the air
 Set timer and allow students to copy

10:32- Transition: Have everyone turn to the Pacific Ocean’s Plastic Island page
10:34
10:34- Learning Activity: Learning About the Pacific Ocean Plastic Island Formative
10:47  Begin by asking students how much plastic they use in a day Assessment:
 Ask students where they think all their plastic goes Students workbooks
 Show students this video https://www.youtube.com/watch? can be used for
v=vrPBYS5zzF8\ formative
 After video discuss with students: assessment.
- Why do you think the plastic island gets bigger every year? Evaluative listening
- Ask students if they were surprised by the amount of plastic can also be used.
that we toss away, did you think it was more or less?
- Ask students why they think it takes so long for plastic to Differentiation:
decompose? Having the
- Ask students what we can do as a community to help keep information written
oceans, and other bodies of water clean. on the board should
 Project the worksheet on the board and work together to fill it help students who
in: are struggling to
- Start by writing a “2” in question number 2 because we write.
learnt that in the video, emphasize that this is the same size
as twice the size of all of Alberta.
- Ask students for suggestions on animals that are being hurt
by ingesting the plastics in the oceans (Fish, seagulls, whales,
seals, sharks, turtles, etc.)
- Show students images of the pacific island garbage patch
and have them draw the picture at the top
- Set timer
Subject/Grade: Science/ 2/3 Lesson/Date: December 11, 2020 Time:1 hour

10:47- Transition: Have everyone move to the front of the classroom

10:49
10:49- Learning Activity: Water and Indigenous Perspectives
11:05  Once everyone is sitting in a circle discuss:
- Does anyone remember why circles are important to
Indigenous peoples?
- Explain to students that today you’re going to be
introducing them to another reason why circles are
important, and it includes water.
 Move over to the anchor chart and how students the medicine
wheel
- Ask if anyone knows what this symbol means
- Explain to students that this is a medicine wheel, and that
medicine wheels are different depending on which
Indigenous group or culture you’re learning from but this is
the one I learnt and it’s a Blackfoot medicine circle
- Explain to students that like other important circles, this is
also a circle and it revolves around the four directions. (Ask
if anyone knows the four directions and write them in the
wheel)
- Explain to students that there are four elements, water,
earth, rock and wind that also go in the medicine circle. Ask
for guesses on where those go (fill them in) Once at the
water, explain that water goes in the south because the south
also represents birth and your soul being pure, like water,
and that “water is life” so it fits in here at the very
beginning of our lives. (Fill in the other parts of the wheel
with
 Discuss with students:
- Looking at the medicine wheel, can you see why water is
important? Can you tell me why you think it’s important?
- Can you think of something else that has to do with water
that goes in a circle? A cycle we’ve been learning about?
- How do you think we have been treating our water after
learning what we did today? Especially if water means life
do you think we need to treat it better?
11:05- Transition: Have students bring their attention to the front
11:07
Consolidation:
11:07- Review of Key Concepts/Point to Next Class:
11:10  Discuss with students:
- So, it’s important for us to learn things like how the water
cycle works, and what evaporation means, but it’s also
really important for us to look at water as a source of life.
To appreciate what water has to give us, and how important
it is.
Stage 4: Reflection
1. How the students responded to the lesson as planned and taught:
2. Specific strengths of the lesson plan and delivery:
Subject/Grade: Science/ 2/3 Lesson/Date: December 11, 2020 Time:1 hour
3. Specific weaknesses in the lesson plan and delivery:
4. What must be addressed to improve this plan?
5. How I have grown from this teaching experience: