If Kids Ruled the World Which Water Park Would They Choose?

Adapted from :Water Park Fun! Resource ID#: 72407 CPALMS -

This MEA require students to read and identify common water safety practices. Students will then review and analyze a data for a family who wishes to attend a water park with their children. After reading the passage and identifying the needs of the client as per the client letter, students will rank the water parks from best to worst and explain the procedure used.

Subject(s):English Language Arts, Science

Grade Level(s):1

Intended Audience:Educators

Instructional Time:2 Hour(s)

Resource supports reading in content area:Yes

Freely Available:Yes

Keywords:Water, safety, resource.

Instructional Component Type(s):Lesson Plan,Model Eliciting Activity (MEA) STEM Lesson

Resource Collection:STEM Lessons - Model Eliciting Activity

LESSON CONTENT

  • Lesson Plan Template:Model Eliciting Activity (MEA)
  • Formative Assessment
  • The teacher will use the readiness and comprehension questions as the formative assessment to be given throughout the lesson.
  • The teacher will walk around the classroom, visiting groups and asking probing questions about each group's model.
  • Feedback to Students
  • The teacher will give immediate direct feedback to each of the teams throughout the lesson.
  • The teacher will introduce the lesson, and then allow the students to work collaboratively in groups to complete the first task.
  • After the first task, the teacher will orally ask the students reflective questions as a whole group.
  • The teacher will give specific feedback during the whole group setting.
  • After the second letter (data set 2), the teacher will then ask the students reflection question 2 and offer immediate feedback after each response to ensure understanding of the task.
  • Summative Assessment
  • The summative assessment will consist of A 5 Water safety questions (2 multiple choice and 3 true/false)Page 11-12
  • Students will complete a peer evaluation
  • Learning Objectives

Students will be able to:

  • Know the rules for being safe around water.
  • Identify dangers that exist around water
  • Work collaboratively as a group.
  • Identify that people need to make choices because of scarce resources.
  • Discuss the costs, benefits, and possible consequences of choices.
  • Prior Knowledge

Students will need to:

  • Express options and ideas appropriately.
  • Know How to read data on a given chart.
  • Instructional Suggestions

Prior to the MEA lesson

  1. Review water safety facts
  2. Group tables/desks (3-4 members per group)
  3. Review how to read data on a chart

Day 1

  1. Introduce the lesson.
  2. Teacher will readthe article Water Safetyfrom TeensHealth.orgPages 7-10aloud to the students.
  3. Ask students the comprehension questions for science content and provide a review if needed.

Science and Economics Content Questions:

  • Adults are very busy. They are scarce resources: they are not always able to do things when we want. What choices do we have to make when resources, like adult help, are scarce?
  • Why is it important to have an adult watching you when you swim? What are the possible consequences of not having an adult watch you when you swim? (There is always danger of drowning. An adult can make sure you stay safe.)
  • Do you need someone with you when you swim in a small pool? (Yes. People can drown in very shallow water.)
  • If you are a good swimmer, is it okay to make the choice to swim alone? Why or why not? What are the possible consequences of the choice? (No. Even good swimmers can become tiered, get a cramp, or other problem and drown.)
  • What do lifeguards do? (Life guards are trained to prevent people from drowning. They help keep people safe while swimming.)
  • What is a life vest or lifejacket? (A floatation device designed to keep your head above water even if you are too tired to swim or do not know how to swim.)
  • Who should wear life vests when boating? (Everyone. Even good swimmers can become tired and need help to stay afloat)
  • When should you choose to wear a lifejacket? What are the benefits of wearing a lifejacket? What are the costs? What are the possible consequences of not wearing a lifejacket? What would a responsible citizen do?
  • Students receive client letter 1 (Reading passage 1), and data set 1.
  • Teacher will read aloud Client Letter 1 (Reading Passage 1).
  • Students will complete the readiness questions individually on their own paper.(see Readiness questions)
  • After students understand the task and what is being asked of them, they can begin to work in their pre-assigned groups of approximately 3-4. In teams, students will work on the problem and respond to the client with the requested letter (See letter 1).
  • As students are working, the teacher will rotate to each team to ask the first set of Guiding/Reflective Questions and address any issues or misunderstandings.
  • The teacher can provide guidance using the reflective questions to help students determine the important factors and start thinking about how they can present their solution.
  • After students complete their letters and their explanation, they will then have the opportunity to present their findings and explain the procedure in a whole group discussion setting.

Day 2

  1. As students walk in, ask them to sit in their group seats from day one.
  2. Explain that the letters were sent to the client. Ensure the students that the client was pleased however there is another set of data that has been added to the chart. Water slides.
  3. Students will then receive the client letter 2 (Reading Passage 2), data set 2.
  4. Teacher will read aloud client letter 2.
  5. To check for understanding - in a whole group setting, ask the students what data has been added.
  6. Ask students what is being requested of the client this time?
  7. Then, in groups from the day prior, allow the team to review additional data, evaluate, and revise their first procedure as necessary with the second data set.
  8. Provide the requested information on letter 2, as specified in the second letter.
  9. Circulate the room and ask teams if the second set of data has changed their first decision on the water park choice.
  10. After all of the teams have completed their second explanation to the client, the teams will present their results to the rest of the class.
  • Supplemental ReadingPages 7-10

This article provides information on the latest water safety techniques and devices that can prevent downing.

*Teacher will read aloud.

Lexile level- 1030

  • Guiding/reflective Questions
  • Would your solution work in a different situation?
  • What are the most important things to consider in your procedure?
  • What are the strengths and weaknesses of each?
  • Do you agree or disagree with your classmates' ideas? Why or why not?
  • Reading Passage 1Page14

Lexile 990

  • Readiness Questions
  1. What is the problem? (The Cano Family is looking for a water park to visit)
  2. Who is the client? (Wacky Water world)
  3. What is the client asking your group to do? (Rank the water parks from best to worst and explain the method used)
  4. Do you think there is more than one correct answer to what the client is asking? Why or why not? (Yes, this is an open ended questions)
  5. What do you need to include in your final explanation letter to Wacky Water World? (The ranking of the water parks from best to worst as well as the procedures as to how we ranked them)
  • Data Set 1page15

Comprehension/readiness questions

  1. Why do you think this is the best water park for the family?
  2. How did your team rank the parks?
  3. What were the procedures?
  4. What are the most important details to consider in your decision making process?
  • Letter Template 1Page 16
  • Reading Passage 2Page 17
  • Data Set 2Page18
  • Letter Template 2Page19
  • Reflection question 2
  • Did you use a new strategy to determine the ranking of the Water Parks? (ANSWERS WILL VARY)
  • Did the Water Park you recommend remain the same after looking at data set 2? (ANSWERS WILL VARY)
  • If not, what were the factors that lead to the changing of this decision? (ANSWERS WILL VARY).
  • Are there any concerns with the Water Park you have chosen? If so what? (ANSWERS WILL VARY)

Upon completion, conduct peer evaluations Page 13

ACCOMMODATIONS & RECOMMENDATIONS

  • Accommodations:
  • Read Client letters and/or reading passage aloud in a whole group setting.
  • Underline key words in the text.
  • Create mixed leveled groups.

Related Standards

LAFS.1.SL.1.1:

Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.

a.Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion).

b.Build on others’ talk in conversations by responding to the comments of others through multiple exchanges.

c.Ask questions to clear up any confusion about the topics and texts under discussion

SC.1.E.6.2

Describe the need for water and how to be safe around water.

SS.1.E.1.6

Identify that people need to make choices because of scarce resources.

TeensHealth.org
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Water Safety
When the weather turns warm, everyone wants to be in or around the water. Hanging out at the pool or the beach on a hot day is a great way to beat the heat.
While having fun and splashing around, most people don't think much about water safety — but they should. For people between the ages of 5 and 24, drowning is the second leading cause of accidental death.
It doesn't have to be that way, though. Most water-related accidents can be avoided by knowing how to stay safe and following a few simple guidelines. Learning how to swim is essential if you plan on being on or near water. Many organizations provide swim instruction to people of all ages, check to see what classes are available in your area.
Swimming Smarts
"Buddy up!"That's what swimming instructors say. Always swim with a partner, every time — whether you're swimming in a backyard pool or in a lake. Even experienced swimmers can become tired or get muscle cramps, which might make it difficult to get out of the water. When people swim together, they can help each other or go for help in case of an emergency.
Know your limits.Swimming can be a lot of fun — and you might want to stay in the water as long as possible. If you're not a good swimmer or you're just learning to swim, don't go in water that's so deep you can't touch the bottom and don't try to keep up with skilled swimmers. That can be hard, especially when your friends are challenging you — but it's a pretty sure bet they'd rather have you safe and alive.
If you are a good swimmer and have had lessons, keep an eye on friends who aren't as comfortable or as skilled as you are. If it seems like they (or you) are getting tired or a little uneasy, suggest that you take a break from swimming for a while.
Swim in safe areas only.It's a good idea to swim only in places that are supervised by a lifeguard. No one can anticipate changing ocean currents, rip currents, sudden storms, or other hidden dangers. In the event that something does go wrong, lifeguards are trained in rescue techniques.
Swimming in an open body of water (like a river, lake, or ocean) is different from swimming in a pool. You need more energy to handle the currents and other changing conditions in the open water.
More Swimming Smarts
Be careful about diving.Diving injuries can cause head injury, permanent spinal cord damage, paralysis, and sometimes even death. Protect yourself by only diving in areas that are known to be safe, such as the deep end of a supervised pool. If an area is posted with "No Diving" or "No Swimming" signs, pay attention to them. A "No Diving" sign means the water isn't safe for a head-first entry. Even if you plan to jump in feet first, check the water's depth before you leap to make sure there are no hidden rocks or other hazards. Lakes or rivers can be cloudy and hazards may be hard to see.
Watch the sun.Sun reflecting off the water or off sand can intensify the burning rays. You might not feel sunburned when the water feels cool and refreshing, but the pain will catch up with you later — so remember to reapply sunscreen frequently and cover up much of the time. Don't forget your hat, UV protection sunglasses, and protective clothing.
Drink plenty of fluids.It's easy to getdehydratedin the sun, particularly if you're active and sweating. Keep up with fluids — particularly water — to prevent dehydration. Dizziness, feeling lightheaded, or nausea can be signs of dehydration and overheating.
Getting too cool.Speaking of temperature, it's possible to get too cool. How? Staying in very cool water for long periods can lower your body temperature. A temperature of 70°F (20°C) is positively balmy on land, but did you know that water below that temperature will feel cold to most swimmers? Your body temperature drops far more quickly in water than it does on land. And if you're swimming, you're using energy and losing body heat even faster than if you were keeping still. Monitor yourself when swimming in cold water and stay close to shore. If you feel your body start to shiver or your muscles cramp up, get out of the water quickly; it doesn't take long for hypothermia to set in.
At the Water Park
OK, so you do more splashing than swimming, but it's just as important to know your skill level at the water park as it is at the pool. Take a moment to read warnings and other signs. Each area in the water park can have different depths of water, so make sure you pay attention.
If you don't know how to swim be sure to wear a Coast Guard-approved life jacket when necessary, and be sure there is lifeguard supervision. And make sure you do slide runs feet first or you'll put yourself at risk for a ride that's a lot less fun — one to your doctor or dentist.
Boating Safety
More people die in boating accidents every year than in airplane crashes or train wrecks, but a little common sense can make boating both enjoyable and safe. If you are going to go boating, make sure everyone on the boat knows about water safety.
Also, the U.S. Coast Guard warns about a condition calledboater's fatigue, which means that the wind, noise, heat, and vibration of the boat all combine to wear you down when you're on the water.
Weather.Before boating, be sure the weather conditions are safe. The local radio, internet or TV stations can provide updated local forecast information.
Personal flotation devices.It's always a good idea for everyone on the boat to wear a Coast Guard-approved life jacket, whether the boat is a large speedboat or a canoe — and whether you're a good swimmer or not. Wearing a life jacket (also known as a personal flotation device, or PFD) is the law in some states for certain age groups, and you could face a stiff penalty for breaking it.
Your state may also require that you wear an approved life jacket for water skiing and other on-water activities. Wearing a PFD is like wearing a helmet while biking. It may take a few minutes to get used to it, but it definitely can be a lifesaver. Don't leave land without it.
Stay in touch.Before going out on a boat, let somebody on land know your float plan (where you are going and about how long you'll be out). That way, if you do get into trouble, someone will have an idea of where to look for you. If you're going to be on the water for a long time, it's a good idea to have a radio with you so you can check the weather reports. Water conducts electricity, so if you hear a storm warning, get off the water as quickly as you can.
Now Have Fun!
The pool and the beach are great places to learn new skills, socialize, and check out everyone's new bathing suit. So don't let paying attention to safety turn you off. Being prepared will make you feel more comfortable and in charge.
Reviewed by:YaminiDurani, MD Date reviewed: June 2014

Note: All information on TeensHealth® is for educational purposes only. For specific medical advice, diagnoses, and treatment, consult your doctor.
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Water Safety Summative Assessment