In this unit, students investigate weather and water events, and consider how they have changed in familiar areas. They interview relatives and gather information about people’s personal experiences with weather. They investigate and model condensation and evaporation, considering how warmer temperatures would impact rain. Finally, students work in groups to design mitigation solutions for flooding caused by an extreme rain event. 

• Weather vocabulary, weather systems, water cycle, water vapour, condensation, evaporation 

This unit has a creativity and critical thinking focus:

• Design and conduct scientific investigations and evaluate their strengths and limitations.

• Evaluate the impact that changing temperatures can have on the land and water flow in an area and consider remaining uncertainties.

•  Generate personally novel solutions related to flooding.

Web and Print

• Make precipitation https://www.youtube.com/watch?v=9kRkQ9tyq3U 

• Video of a family in Flint, Michigan-https://www.youtube.com/watch?v=YvgpCyw6jSY

        Other Resources

• Cut a door in the side of a 2-litre bottle for each small group or individual student. See diagram. A small fish tank with a lid or a clear plastic shoe box with a lid could also be used for a larger model. 

• Also, see video of model-https://www.youtube.com/watch?v=izq9gvCOaYk 

      Opportunities to adapt, extend, and enrich

• This mini-unit is based on portions of the two learning sets in a sequence of four learning sets. Remaining learning sets have students investigate where their drinking water comes from, the causes of pollution in the water they drink, drought, and PFAS, and engage in text and media to develop an understanding of community efforts to make their drinking water safe. They read texts about communities around the globe that solve problems in their communities related to water. They learn about the Flint water Crisis and a similar crisis in Detroit, MI.. United States 

•  Remaining learning sets, along with additional STEM project-learning units and related resources can be found at https://sprocket.lucasedresearch.org/course/science4/fresh-water. and https://mlpbl.open3d.science/. ML-PBL Units were co-developed by the Multiple Literacies in Project-based Learning Project at Michigan State University and the University of Michigan 2018–2020. ML-PBL units are licensed under a Creative Commons Attribution-NonCommercial 4.0 International License and were funded by the George Lucas Educational Foundation.

English Version

• https://docs.google.com/document/d/1PEqZIVzNWgW2glRpmdSliPfG1-GLeoRatCvgzB8SyU0/edit?usp=sharing

Hindi Version

• https://docs.google.com/document/d/1xxSZS-GnR-0Cmkp3hN9zGGyJSn3dbQoe12JgGsWjFw0/edit?usp=sharing

Gujarati Version

• https://docs.google.com/document/d/1lwgq3EE9bCcoSa-n5632ngaI712_qno9YK7ybZ47nSA/edit?usp=sharing

Kannada Version

• https://docs.google.com/document/d/1rCgEwLO0btherGwZ2KWsuGVVqocju95CNRuoUlriLJM/edit?usp=drive_link