T E A C H E R ’ S N O T E S - Scholastic Canada

1 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 cleanDiscussion 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?

2 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?

3 - 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 TEACHER S NOTES Scholastic Canada Ltd., 2010 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 : Scholastic Canada Ltd.

4 , 2010 PCSP Interactive Science Teacher s NotesIntroduce 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 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 Goal: Students learn that all living things are composed of Students: How much water is in living things?

5 Assessment: Are students able to describe how much water is in several different kinds of living things? Students explore why living things need air and : 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 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? Scholastic Canada Ltd., 2010 PCSP Interactive Science Teacher s Notes3 Activity Description: In the new screen that appears, students learn more information about the celery Goal: Students enhance their understanding of air pressure and Students: What is happening to the water in this experiment?

6 What is happening to the celery?Assessment: Are students able to do the experiment and explain what is happening with the water and celery? Scholastic Canada Ltd., 2010 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 Goal: Student explore how wind influences life around the 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 screen that appears, the Think question is answered by clicking on each Goal: Students explore how wind is at Students: What happens to objects in our world when it is windy?

7 Assessment: Can students describe/draw how wind moves things in our world?PCSP Interactive Science Teacher s Notes4 Introduce students to the topic with the video showing a windy day. Discuss the video and any comments or questions students may discover the source of wind and how we use : 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 Goals: Students review their understanding of the force of Students: How do wind farms use wind?Assessment: Can students describe how wind is used to help humans? Scholastic Canada Ltd., 2010 Activity Description: Students drag the cursor and highlight the wind vocabulary Goal: Students will consolidate their understanding of wind and wind Students: Do they know what all of the wind words mean?

8 Assessment: Can students explain/draw what each wind word means?PCSP Interactive Science Teacher s Notes5 Scholastic Canada Ltd., 2010 PCSP Interactive Science Teacher s Notes6 Students discover where we find water and how we use : 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 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?Introduce students to the topic with the video that shows people using water in different ways.

9 Discuss the video and any comments or questions students may Description: Students complete a timed word scramble to complete each sentence and answer the Think Goal: Students discover how we use water for Students: How is water used to create energy?Assessment: Are students able to describe how water is used to create energy? Scholastic Canada Ltd., 2010 PCSP Interactive Science Teacher s Notes7 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 Goal: Students will expand their knowledge of how much fresh water is actually in the Students: How much water on our planet is fresh?

10 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? Scholastic Canada Ltd., 2010 PCSP Interactive Science Teacher s Notes8 Students explore the water cycle and the three states of : 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 Goal: Students will explore how the water cycle Students: How does the water cycle work?