< Water in Extreme Environments

Full Educator Guides

How to Teach These Units

Take a little time to prepare and get ready to teach. The pages linked below give you an easy-to-follow checklist and resources that get you prepared for facilitating PLANETS activities.

Ready, S.E.T. (Science, Engineering, Technology), Go!

Learners investigate water. As scientists, they figure out where water is located. As engineers, they design a technology to get the water.

Guiding Question

How can we identify where there is water? How can we get it?

Activity Downloads

Activity Timing

10 MIN. Get Ready & Team Up

25 MIN. Plan & Create (S.E.T.)

10 MIN. Reflect (Go!)

45 MIN. TOTAL

Setup: Prep Time 90 min.

  • Read unit.
  • Print Notebooks.
  • Prepare containers.
  • Make Our Ideas poster.

*See Materials & Preparation in the Educator Guide linked above for full info.

21st Century Skills

  • Critical Thinking

Habits of Mind

  • Use a structured problem-solving process.

Science Practices

  • Planning and Conducting Investigations

Learners Will Do

  • As scientists, identify which container holds water. As engineers, design a way to get the water out.

Learners Will Know

  • Water is a limited natural resource, but scientists can figure out where water is, and work with engineers to get it and use it.

Connecting Across Activities

  • Ready, S.E.T., Go! Today, learners start exploring water. As scientists, they figure out where water is located. As engineers, they design a technology to get the water.
  • Activity 1: Sharing Experiences: Next time, learners will share experiences with and stories about water.

Level Up! (Optional)

In the Educator Guide, you will see “Level Up!” Sections. These include great tips and activities that build and extend STEM and 21st Century skills, and create stronger connections between educators, youth, and families. They typically take a little extra time, so please plan accordingly.

  • NASA has used satellite data to create a map of where water can likely be found near the surface of Mars. This map could be used by future astronauts to find drinking water on Mars! Read more on nasa.gov. (5 min.)
  • For an additional challenge, learners can attempt to move the water using only index cards.
  • Learners may believe that technology refers only to devices powered by electricity. Explain that anything designed by people to solve a problem is technology. Have learners identify non-electrical technologies around them. (10 min.)
  • Have learners think about how their technologies would function if they were larger and used in a different setting, such as a river next to a farm field. What would have to change to make sure the technologies kept working as intended? (5 min.)
  • Have learners create portrayals–through drawing, acting, or some other method of their choice–of scientists and engineers working together to identify and get water. (30 min.)
  • Videos: Translanguaging and Ready S.E.T. Go! Instructional Read Aloud