Amber Penfield
EDU 327: Teaching to the Standards: A Capstone Experience for Teacher Candidates
Title of Learning Experience:
Views of Water on Earth
NYS MST Standard: Science (4) - Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment and recognize the historical development of
ideas in science.
Grade Level: 5
Final
May 10, 2011
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Learning Context
Purpose/Rationale for the Learning Experience:
The purpose of this learning experience is to teach students about the water cycle and the role water plays shaping the Earth’s surface.
Enduring Understanding:The water cycle is a process which is constant within the world we live in. The water cycle processes
consist of evaporation, condensation, precipitation, and a runoff. The process is shown visually in a circle motion and is continuous, it never ends. The earth is made of 75percent of water, which is extreme amount.
Essential Question:1. How does the water cycle impact our lives?
Guiding Question(s):1. Approximately what percent of Earth is not covered by the hydrosphere?
2. What are the main parts of the water cycle?
3. Where does evaporation take place?
4. Where does condensation take place?
5. What is a runoff?
Objectives(s):
1. The learners will identify and define the water cycle.
2. The learners will identify the processes of the water cycle.
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Congruency Table
Learning Experience Title: Views of Water on EarthNew York State Learning Standard: Math, Science, and TechnologyNYS MST Standard: Science (4) - Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science.Level: IntermediateGrade Level: 5Area of study: The Physical SettingKey Idea: (2) - Many of the phenomena that we observe on Earth involve interactions among components of air, water, and land.Performance Indicator: 2.1 Explain how the atmosphere (air), hydrosphere (water), and lithosphere (land) interact, evolve, and change. p. 28
Views of Water on Earth Congruency Table
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Major Understanding
Instructional Task
Learning Objectives
Student Work Assessment Tool
2.1. J- Water circulates through the atmosphere, lithosphere, and hydrosphere in what is known as the water cycle. p. 30
The students will complete a diagram that has been created by the teacher to identify how water circulates through the atmosphere, lithosphere, and hydrosphere in what is known as the water cycle.
TSWBAT assist in completing a study guide that will identify how water circulates through the atmosphere, lithosphere, and hydrosphere.
Students will identify how water circulates through the atmosphere, lithosphere, and hydrosphere through the processes of the water cycle and will be able to identify the water cycle’s four major parts.(evaporation, condensation, precipitation, runoff)
TSWBAT identify to identify the water cycle and the four major parts .(evaporation, condensation, precipitation, runoff)
A diagram identifying how water circulates through the atmosphere, lithosphere, and hydrosphere through the processes of the water cycle and will be able to identify the water cycle’s four major parts with characteristics through a diagram drawing. (evaporation, condensation, precipitation, runoff)TSWBAT identify to identify the water cycle and the four major parts through drawing .(evaporation, condensation, precipitation, runoff)
Pre-assessment: The Start to the Water Cycle matching worksheet. Students had to draw a line from a term to the correct definition.Post-assessment: A four point Water Cycle Diagram Rubric is used to assess the student’s knowledge of recognizing and identifying the water cycle in an illustration.
Rubric attributes: the water cycle is correctly labeled, no writing or mechanical errors, neatness and attractiveness.
Background of class There were a total of six students within my fifth grade classroom, their ages ranged from nine to eleven
years old. Baker Victory Academy is for students with behavioral problems. All classrooms within Baker Victory Academy consist of only six students, one aid and one teacher. One student had a language disability, and all six students were receiving counseling services twice a week every week.
Overview of what the students need to know/ be able to do in order to succeed: Follow directions given by teacher Focus and remain on task when working in cooperative groups Ask for assistance if needed Use all stages of the writing process Have an understanding of, and know how to follow all rules
(See page 19)
Prior, During, After Learning Experience: Prior to the learning experience, students were learning the solar system. The solar system provided students with the geography knowledge of being able to look at a map of the world and show the students that 75 percent of earth consisted of water. This helped with the transition and made the connection from the last unit to the present unit of the water cycle. During the learning experience students need to identify that 75 percent of the world is made of water and the processes of the water cycle is endless. After the learning experience, students need to know the water cycle and the processes in which is goes through and full understand that the earth is primarily made of water, the water cycle never stops, and if it was we would not be able to survive. The unit was completed and we were able to begin the next earth science unit provided by Scott Foreman’s Science (diamond edition).
Key Subject- Specific Vocabulary Related to the Standards:The students should have the basic knowledge of these key science vocabulary words prior, during and
after the learning experience. (See page 32)
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Assessment Plan:Tools
This learning experience includes assessments that are diagnostic, formative and summative. The diagnostic assessments include pre/post tests that the students take independently to evaluate the specific skills they have prior to and at the completion of instruction. The pre-test is given during the first ten minutes of the period and will consist of only four questions. Commonly, pre-tests are not administrated; therefore, I created the pre-test. I tried to assess the student’s prior knowledge of all the material of a chapter. The pre-assessment, The Start to the Water Cycle is provided in the appendices (page 21).
The summative assessment (post-test) examines the student’s knowledge of the material through a final matching of the spheres and a self creation of the water cycle with specific characteristics. The post assessment analyzes the students understanding of the whole earth science section of water on Earth. The post-test is given during the duration of forty-five minutes and consists of three matching questions and a drawing of the water cycle using color with labeling. The scoring rubric is aligned to NYS standards and performance indicators allowing students to identify and define and create the water cycle, visual, drawing and labeling. The post-test is not identical to the pre-test due to time constraints within the classroom. An example of the post test is provided in the appendices (page 22).
The formative assessment includes chapter questions completed after reading each section, video quiz, the completion of the evaporation and condensation lab, and a creation of a water cycle for self use. These assignments are completed during the course of instruction of the chapter and are given due dates. The received grades will be used as a final grade for science. A rubric is used to assess the student’s performance on their post assessment. The scoring rubric is used in the context of other semester grades through being about thirty percent of their grade.
The student’s role during the assessment process is to complete the post assessment; if the student does not complete the post assessment the student will receive a zero. It is the student’s responsibility to complete all homework, classroom work, and quizzes. If one assessment is missed, it is able to be made up but by a specific date, otherwise the student will be issued a zero.
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RubricName ____________________________ Views of Water on Earth
Water Cycle Rubric
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Attributes 4-Electric Excellent
3-Glorious Good
2-FancyFair
1-PleadingPoor
The Earths “spheres” are correctly identified.
atmosphere hydrosphere lithosphere
The water cycle’s four major parts are correctly identified:
evaporation
condensation
precipitation
runoff
P.I. - 2.1 Explain how the atmosphere (air), hydrosphere (water), and lithosphere (land) interact, evolve, and change. (biosphere, geosphere)
50 %
All three “spheres” are correctly identified.
All four major parts of the water cycle are correctly identified.
2.0 pt.
Two “spheres” are correctly identified.
Three major parts of the water cycle are correctly identified.
1.5 pt.
One “sphere” are correctly identified.
Two major parts of the water cycle are correctly identified.
1.0 pt.
Zero “sphere” is correctly identified.
One major part of the water cycle is correctly identified.
.5 pt.
Characteristics of the Water Cycle are correctly labeled with illustration.Illustrations include:
Clouds
Water scene
Hail, sleet, snow, rain
50%
Combines labeling within diagram and illustration to create new knowledge that is comprehensive and significant.
2.0 pt.
Combines few labeling within diagram or illustration. The meaning of the topic is vague.
1.5 pt.
Combines labeling and illustration without reviewing content for correct information.
1.0 pt.
Combines little or no information. Needs more development.
.5 pt.
Comments:
Total Score:
Student Work
Grade Level/Ability:
These lessons were implemented across one fifth grade science class totaling of six students. For the purpose of this learning experience, I chose three of the six student’s work and assessment results. I choose only three of the six students because three of the students were having massive behavior problems during my lessons. I felt it only fair to look at those students that kept on track and tried their hardest to complete all tasks at hand.
The fifth grade science class involved in this learning experience:
1. Total of 6 students: 5 boys and 1 girls2. Students with a disability of only speech and language: 13. Students receiving counseling services: 6 (anxiety related)4. Students pending Committee on Special Education: 0
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5. Age Range: 9-11 years6. Students retained: 0
The students are given a pre-test during the first ten minutes of the period. It requires them to match a vocabulary word with the correct definition independently. The questions are based on prior knowledge the students retain about the water cycle
material. The results of the pre-test the scores are as follows:
Number of Students
Distinguished6-7
Proficient4-5
Developing0-3
5 X(3)4 X(3)3 X(2)2 X(1)1 X(0)
0 students 0 students 5 students
Prior to instruction, most of the students exhibited developing understanding of the material. Preceding this pre-test, the students were given instruction on key specific vocabulary related to the material. The students demonstrated weak vocabulary skills related to the chapter when tested on them in the pre-assessment.
The post test given was not identical to the pre-test. This is due to time restraints within the classroom. In order to complete a pre-test, it had to be administered on a day that instruction was also included. The post-test included: matching vocabulary word and creating and labeling the water cycle.
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Diagnostic pre-assessment results for chapter 7Views of Water on Earth
Diagnostic summative post assessment results for chapter 7Views of Water on Earth
Number of Students
Distinguished94-100
Proficient75-93
Developing74 and below
654 X3 X2 X1 X X X
students students students
After the instruction of chapter 7, most of the students achieved distinguished developing of the material. Many of the students excelled on the matching of their vocabulary and creating the water cycle with labeling. One student had loss of interest in taking the test. He was awarded extra time later that day and still proceeded to leave his assessment as it was. The student I found to be proficient, forgot one of the four major parts to the water cycle. I feel as though this is odd because the students were awarded a word box which should have helped the students. Additional student work is provided in the appendices (pages 23, 24, 25).
A Teacher exemplar is included in the appendices (page 20). The students are not shown the teacher exemplars of the pre-assessment and final assessment, because both assessment tools are used to analyze the student’s attainment of the material.
Procedure:This learning experience is completed over the course of 8 days. The material is part of Chapter 7 in the Science (Diamond Edition) by Scott Foresman. For the purpose of this learning experience, day 2 and day 4 are highlighted as lesson plans.
Day One-Section 1.1
Day Two- Section 1.2
How can the oceans be described?
Content: Within lesson three, of the Water on Earth unit in Science (the Diamond Edition) by Scott Foresman, the content to be known is that the 75 percent of the surface of the Earth is covered by water. All of the water of Earth forms the hydrosphere. The hydrosphere covers about ¾ of the Earth. Ocean water is salty and salinity is the measure of salt within the water. The temperature of the ocean may vary depending upon the distance from the equator and the ocean currents. The ocean is a source of fish, salt, and other resources.
Anticipatory Set I will begin the lesson by having the students sit in pairs (crisp cross applesauce). They will be asked to move from their seats one at a time and specifically sit on a beach towel. I will explain to the students that we are starting a new unit about Water on Earth. I will then ask them to close their eyes and I will read an excerpt. I will ask students to picture themselves at the ocean and picture themselves as I describe it.
“Imagine it’s a warm summer day, you lie on a surfboard, enjoying the waves. Each time a large wave curls over you; the sunlight shines through the spray. You take a deep breath before the water crashes over you. A moment later you start paddling your board back to shore. You’re happy visiting the ocean and having fun at the shore even if you can’t drink the water. But why does the water leave white grains on your skin?”
I will give the students a few minutes to think of the question and then ask them questions. I will then ask the student to meet me at the kidney table.
Picture Walk
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Boys and girls, we will read pages 198 to 201 out of our science books. This will help us to better understand how the oceans can be described. Review the new vocabulary:
salinity-a measure of how salty water is
Instructional Activities:
First we will begin by reading pages 198 thru 201 together as a class. I will ask for volunteers to read. I will divide the reading up by paragraphs, giving each paragraph a new student to read it out loud.
Discussion Questions
1. What fraction of the Earth’s water is not ocean water?
2. How would a mouthful of ocean water taste?
3. What kind of resources can we find within or around an ocean?
Modeling: I will model to the students how I would like them to read the passage, by reading the first paragraph. I will model the first question to the students.
Guided Practice: I will do the second question on the worksheet together as a class. I will be walking around the room for those who need assistance.
Closure: As the lesson comes to an end, I will have the students sit at their seats. I will be at the front the room allowing all students to see me. Together as a class I will re-discuss the material which had just been read.
Independent Practice: Students will work independently on the work page. I will walk around the room if students need assistance.
Assessment: I will have a “ticket out the door”; I will give the students a paper and write on the board the question, how much percentage of the earth is covered by water? Answers: ¾ or 75%
I will ask the students to hand their “ticket out the door” to me on their way out.
Day Three- Section 1.3
Day Four-Section 1.4
What is the Water Cycle?
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Content: Within the water on Earth unit in science, the content to be known is that water vapor is water in the form of invisible gas. Water vapor becomes liquid during condensation. The air temperature does not affect the steps of the Water cycle.
Anticipatory Set I will begin the lesson by having the students sit at their seats individually. We will look at the new class copy of our water cycle song. I will explain to the students, I have added our verse into the song with dance moves. I will the read the song and then ask the students to read the song with me. I then will then take out second then show the students the dance moves to our water cycle song, I will explain the dance moves one step at a time.
The Water Cycle Song (see page 17)
I will then ask the students to leave their song sheets at their desks and join me at the kidney table. At the kidney table, I will pass out our science experiment sheets. We will record our predictions again and then record our results from our experiments.
Instructional Activities:First we will begin by reading the Water Cycle comprehension worksheet together as a class.
Discussion Questions 4. How many years has the Water Cycle moved Earth’s water?
5. What processes within the Water Cycle turn water to vapor?
6. What processes within the Water Cycle makes water fall to the Earth?
Modeling: I will model to the students the first paragraph within the passage and I will model the first comprehension question.
Guided Practice: Together as a class we will complete question two. Every student will verbally participate in the answer.
Closure: As the lesson comes to an end, I will have the students sit at their seats. I will be at the front the room allowing all students to see me. Together as a class I will re-discuss the material which had just been read. I will ask students to write down one of the processes of the water cycle on a half of lined sheet of paper.
Independent Practice: Students will work independently on the comprehension reading. I will walk around the room if students need assistance.
Assessment: After completion of the reading comprehension questions, I will ask students to draw a picture of the water cycle on the back of their sheets. I will ask the students to hand in their worksheets. The worksheets will be used as an assessment and will be assessed with stamps and stickers.
Day Five- Section 1.5Day Six-ReviewDay Seven- Review
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Day Eight- Test
Resources and Materials Required for Instruction
Resources:
Science (the Diamond Edition) by Scott Foresman NYS Learning Standards-Science (4)
Technology:
There is one computer in the classroom. However, the students have the option of using the computer during free time. The websites the students can explore include:
http://www.kidzone.ws/WATER/ Reference:
"The W ate r Cyc le . " Kids Z one . N .p . , 2011 . W eb . 5 A pr 2011 . <h t tp : / /w ww .k idz one .w s / WA TER/ > .
http://player.discoveryeducation.com/views/hhView.cfm?guidAssetId=087777c8-4ff0-45d2-878f-e7cd90f7ee19 Reference:
"Wat e r Cyc le . " Di sc over y Educ a t ion . N .p . , 2011 . W eb . 5 A pr 2011 . <h t tp : / / p l a ye r . d i s cove rye duca t ion . com/ v iew s /hhV iew .c fm ?gu idA ss e t Id=087777c 8 -4 f f0 -45d2 -878 f - e7cd90 f7ee 19> .
Technology was also incorporated during the third day. The Sun, Water Cycle, and Climate were shown as a whole group from the Water Smart Series. Student would use these sites at home and during their free time or once all other assignments were completed during the science period.
Supplies:
Science (the Diamond Edition) by Scott Foresman Pre-Assessment Worksheet Assessment Worksheet Views of Water on Earth Rubric Reading Comprehension Worksheet Experiment Worksheet Water Cycle Worksheet The Water Cycle Song Worksheet Writing Materials Computer Blackboard
Miss Penfield’s Modification Table: Modifications are applied to this learning experience to address diverse needs. Benefits: These implemented methods will help all students learn more effectively and become more successful.
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Modification Type Specific Modifications Rationale BenefitsEnvironmental & Management
Preferential Seating
Proximity
The students will be moved to different seats if they are disruptive.
The teacher will be constantly walking around the room to reduce down time or disruptions.
The students will be moved away from distractions.
This removes any chance of students talking to each other or disrupting the class.
Instructional Notes Loaded On Classroom Site
Everything is modeled before a student attempts the task.
The notes are loaded onto the classroom site for the students to look at later if they missed something.
The teacher shows the students how to complete the task before any of the students attempt it on their own.
The student can move on with the class without being left behind. They can also write slower if need be.
This gives the students’ confidence in doing a task if they already know how to do it and have seen that it is possible.
Content/Materials Science (The Diamond Edition) by Scott Foresman
Note Sheet
All of the content is from the current chapter that is being taught.
The note sheet is full of everything we will be going over as a class.
The students feel more confident if the assignment deals with information that they have prior knowledge with and can learn more.
There is no need to waste time handing out more papers. Everything is one packet so the instruction can keep going without distractions.
Tasks Each step is a small step leading up to the Assessment of the water cycle.
If the students can complete the smaller steps one at a time, then they know that they can complete the assessment of the water cycle.
This helps the students stay focused if the tasks are short and always shifting. Ii also helps them see that the tasks they complete here will help with their final assessment.
Time Required:
Planning: The planning of this learning experience took about thirty minutes per lesson day. This was due to planning lesson, gathering supplies and creating worksheets.
Implementation: There were eight lessons which were 45 minute each.
Assessment: There was a 10 minute pre-assessment at the beginning of day one of the eight day lessons. There was a forty-five minute post-test (assessment) on the last day of the learning experience.
Schedule/Unit Plan: This chapter is included in the Earth Science section. The module includes four chapters. Each chapter is designed to last between eight and ten days. Prior to this chapter the students complete the final chapter in the Solar System unit. The chapter focuses on planets, and solar system. Following this chapter, the students will learn about weather patterns.
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Reflection:
This learning experience is completed to introduce the students to water within and around the Earth. This chapter is one of five in Science (the Diamond Edition) by Scott Foresman. The science curriculum the students are exposed to at Baker Victory is found through the New York State Curriculum chart.
I was not surprised by the pre-assessment results, although the content that the students were tested on was learned in previous grade levels. The post-test results were exactly as I thought they would be.
As a class, the students did meet the objectives that I set forth. The students were able to explain verbally, written and through drawing the water cycle and the Earth’s spheres (post assessment). The students did meet the learning objectives and performance indicators. Students met the NYS learning standard which indicates that: students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science. Students also mastered the performance indicator which stated: students will be able to explain how the atmosphere (air), hydrosphere (water), and lithosphere (land) interact, evolve, and change. This is clearly indicated through the post assessment that the students meet all learning objectives.
This learning experience prepares students for life outside of school by giving the students the knowledge that the water cycle is a part of our everyday lives and without water we will not be able to survive. It also provides students with the knowledge for the next study of unit which is weather. Students are also able to explain how the process of the water cycle takes place, which helps them to better understand the weather changes, living in Buffalo this skill is extremely beneficial, considering it could rain, snow, and be sunny all in the same day.
My teaching objectives were also met. This is indicated in the test grades of the summative assessment. Successfully, this test was administered to six students and no one received a failing mark.
The activities completed throughout the course of the chapter were greeted by the students with excitement and interest. This was indicated when a student said, “I really enjoyed when we created our water cycle diagrams”.
I used various modes of learning to accommodate the learning styles of the students. For example, within our condensation experiment students held a frozen water bottle and compared to a refrigerated water bottle. Also, by working as a whole class I believe the students were able to increase social interaction with peers and also learn by building off of the ideas from other peers. I tried to use technology when possible; therefore, our flat screen television and computer system were used daily for Power Points and videos. This allowed the students to explore the water on Earth not only during Science class but also in their free time.
My learning experience was in April, I was the second student to present. The focus question from my peer review was to elaborate more on my experiments. Melissa Chamberlin said, “I love your learning experience, and feel you should give more detail about the experiments you did within it”. My learning experience was modified, by adding additional lesson days to complete the learning experience, with extra days of instruction I am able to plan more experiments, which students seem to enjoy and there is so much educational value being learned and taken in.
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Appendices- attachments:
1. Letter home about the experience
2. Classroom Rules
3. Classroom Floor Plan
4. Teacher Exemplar
5. Student Copy of Assessment
6. Student Worki. Distinguished
ii. Proficientiii. Developing
7. Assessment Toolsb. Pre-testc. Post-test
8. Additional Tools Useda. Vocabularyb. Water Cycle Songc. The Water Cycle Experiment Worksheetd. Thematic Unit
7. Peer Review Comments
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Dear Fifth Grade Families, February 2011
I would like to start off by introducing myself. My name is Miss Penfield and I am a student teacher in
your son/daughters fifth grade science classroom. This opportunity is the last step I will take before receiving
my Bachelors Degree in Childhood/Special Education from Daemen College and I’m very excited to be here at
Baker Academy. I am in the classroom working with Miss Kelly from the end of January through the middle of
March.
We are beginning a new chapter that focuses on the Earth’s oceans and the water cycle. Your child will
be viewing the Earth through computer technology and participating in labs that relate to the content being
taught. I encourage you to ask your son/daughter about the material he or she has learned each day. By doing
this, you are taking an active role in your child’s education.
I’m looking forward to getting to know your child in the upcoming weeks. We will have many
wonderful experiences and opportunities to learn and grow in the days ahead. Please feel free to contact me at
anytime with any questions or concerns. You may reach me through Baker Academy’s main phone number:
(716) 834-3443
Sincerely,
Miss Penfield
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Miss Penfield’s Classroom Rules
1. Follow directions when they are given.
2. Raise your hand to speak.
3. Keep hands, feet and objects to yourself.
4. Have your materials ready.
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Miss Penfield’s Floor Plan
Amber PenfieldEDU 327: Teaching to the Standards
Classroom Floor Plan5th grade
February 8, 2011
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Door
Student Cubbies
Word Wall
Teacher Desk
Bathroom
Sink
Library
Rug
ComputerComputerComputerComputer
Storage
Kidney Table
Blackboard
Smart Board
Flag
Student Table
Student Table
Student Table
Student Table
ELA Center
Math Center
Art Center
Shelves
Shelves
Windows
ClosetCloset
Student Table
Sofa
Miss Amber’s Teacher ExemplarName The Water Cycle AssessmentTeacher Exemplar
Direction 1: Match the correct Earth “sphere” with the correct definition by writing the number of the Earth “sphere” next to the correct definition.Direction 2: Draw and label the Water Cycle using your knowledge and the word box.
1. Atmosphere 1.: the mass of air surrounding the Earth
2. Lithosphere 2. :the solid part of the earth consisting of the crust and outer mantle
3. Hydrosphere 3. :the watery layer of the earth's surface; includes water vapor
The Water Cycle
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The Water Cycle
Word Box
Evaporation
Precipitation
Runoff
Condensation
Assessment Tools
Pre Assessment
Name ____________
The Water CyclePre -Assessment
Draw a line from the word to the correct definition.
Atmospherethe mass of air surrounding the Earth
Lithospherethe solid part of the earth consisting of the crust and outer mantle
Hydrosphere
the watery layer of the earth's surface; includes water vapor
Evaporation the changing of liquid into a gas
Precipitation water leaving clouds as rain, snow, sleet, or hail
Runoff changing of gas into liquid
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Condensation water moving downhill
Post AssessmentName The Water Cycle AssessmentStudent Copy
Direction 1: Match the correct Earth “sphere” with the correct definition by writing the number of the Earth “sphere” next to the correct definition.Direction 2: Draw and label the Water Cycle using your knowledge and the word box.
1. Atmosphere: the mass of air surrounding the Earth
2. Lithosphere :the solid part of the earth consisting of the crust and outer mantle
3. Hydrosphere :the watery layer of the earth's surface; includes water vapor
The Water Cycle
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The Water Cycle
Word Box
Evaporation
Precipitation
Runoff
Condensation
Student Work
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Additional Resources
Vocabulary
Atmosphere Lithosphere Hydrosphere Evaporation Precipitation Runoff Condensation
The mass of air surrounding the Earth.
The solid part of the Earth consisting of the crust and the mantle.
The watery layer of the earth’s surface, includes water vapor.
The changing of liquid into a gas.
Water leaving clouds as rain, snow, sleet, or hail.
Water moving downhill.
Changing of gas into liquid.
The Water Cycle Song
(Sang to the tune of She'll Be Coming Around the Mountain)
Water travels in a cycle, yes it does (use pointer finger to make a big circle)
Water travels in a cycle, yes it does(repeat finger circle)
It goes up as evaporation(moves hands up to the sky )
Forms clouds as condensation(make a cloud overhead with arms)
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Then comes down as precipitation, yes it does!(sprinkle with fingers while bringing arms down in front of you)
A runoff is water running down hill, yes it does! (use index finger and draw an imaginary “Z” in the air)
Water travels in a cycle, yes it does (use pointer finger to make a big circle)
The Water Cycle Experiment Worksheet
Name
The Water Cycle
Condensation Experiment
Introduction to Condensation Observations:
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Evaporation Experiment
Day1 Day 2Observations: Observations:
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Thematic Unit
Unit Planning FrameworkUnit Title: Canada: A thematic unit on the Country and related areas of study
Grade Level: 5th Length of Unit: (February 7, 2011- March 18, 2011 )
Overview & Purpose: A thematic unit to gain a comprehensive understanding of Canada through the integration of the four core subjects. Utilization of activities and information about Canada in order to gain knowledge of the country of Canada and its people and their cultures.
Objectives Teaching Approach/Learning Experiences Resources/MaterialsIntroduction:
Introduce the new unit and prepare them for their study of the country of Canada and its territories and provinces
Create a KWL chart on what the students already know about Canada and the people of Canada
View a video clip of Canada
KWL chart Video-
DiscoveryEducation.comCanada: Its People, History, and
Government
English Language Arts (NYS Standard 1, 2 and 4) Read and Listen for information Develop poetry writing skills Develop writing and grammar skills Develop listening comprehension and prediction skills Develop ability and skills for drawing conclusions Develop an understanding of new vocabulary words
The class will read the story Mr. Popper’s Penguins and answer comprehension questions
Students will create poetry using knowledge of Canada and its people.
Students will be able to make predictions about what will happen in the story read.
Students will draw conclusions from the
Mr. Popper’s Penguins by Margaret P. Clark
Poetry examples Art materials and supplies Canada Themed writing paper Blank Postcards Novel Study questions for Mr.
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Develop Language for Social Interaction information they are presented with or have read. Students will answer questions pertaining to
information supplied. Students will create postcards written to the Prime
Minister of Canada persuading him to have Mr. Popper’s Penguins put on shows in Canada
Popper’s Penguins
Math (NYS Standard 3) Develop an understanding mean, median, & mode Develop word problem solving skills Develop ability to determine correct mathematical
operation to use Develop graphing skills Develop Statistics & Probability skills Develop Estimation skills
Students will determine mean, median, and mode of the population of provinces
Students will solve word problems using information about Canada
Students will create graphs using information about Canada and it’s animal population
Students will create graphs based on surveys about Canada
Students will estimate the area and perimeter of bodies of water in Canada
Chart paper Word problem worksheets Manipulative Graph paper
Science (NYS Standard 4) Develop an understanding of water on the Earth’s
surface Understand the properties and features of water in
Oceans Understand and describe various forms of fresh water Understand and describe the process of getting fresh
water where it is used Compare and contrast ocean and fresh water Understand and describe the water cycle and its
process Understand Effects of the water cycle on clouds and
their formation
Students will read and understand the water on the surface of the earth using information in textbook
Students will create a salt map that depicts the earth oceans and other bodies of water
Students will observe and chart the process of condensation to evaporation
Venn diagram comparing and contrasting salt and fresh water
Create a water cycle model using clay Create a five day weather forecast including the
different forms of precipitation and their effects on water temperature
Create a poster depicting a water treatment plant and its ability to get fresh water to homes
Science textbook- Scott Foresman Science Chapter 7 (193-223)
Science Workbook pgs. 63-70 & 39-42 (Assessment)
Modeling clay Styrofoam trays Poster paper
Social Studies (NYS Standard 2, 3, 4, 5) Students will develop knowledge about the
provinces and territories of Canada Students will gain an understanding of Canadian
Students will create a folder of the Canadian flag to hold all of their unit information
Students will create a passport/Plane ticket for their trip to Canada to visit the provinces and
Handouts Information and fact sheets on
the provinces Construction paper
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government Students will gain knowledge and understanding
of the geography of Canada Students will develop an understanding of the
economy of the Canadian provinces and territories
learn about them Students will create and label a map of Canada
labeling all the provinces and territories Students will read and listen to a read aloud about
Canada as an introduction to the unit of study. Students will answer questions pertaining to
information presented about Canada and its provinces
Students will gain facts and information about the individual provinces and territories and use that information to create Province Profiles
Compare and contrast US Government and Canadian Government
Students will visit stations for each province in order to review information and facts and demonstrate understanding of each.
Maple Leaf patterns Airplane Tickets Maps of Canada
Art/Music/Movement (NYS Standard 1 and 4) Develop an understanding of culture through art
Students will create a mosaic of a Canadian animal
Students will create a soapstone carving of a seal or polar bear
Students will create a paper bag moose puppet to symbolize the moose population of Canada
Bars of Soap Plastic knives Broken glass Grout materials Squares of wood
Languages Other than English (NYS Standard 2) Develop an understanding of the Cultures and
Language of Canada
Students will create a French Counting book that displays the French word for each number up to 10 and a picture to represent that number
Construction paper Glue Rings
Assessment Techniques: The students will be assessed throughout the unit by observation, participation, and quizzes on information learned
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Peer Review Comments for Amber Penfield’s Learning Experience
Warm Comments Cool CommentsRelation to Learning Standards
The congruency table highlighted key ideas that were brought into each concept.
There is no connection to technology standards (Not needed)
PI J is not labeled before the congruency table. The word “understand” isn’t measurable or observable. Name the rubric
Intellectual Challenge Connections of the water cycle to spheres of the earth.
The vocabulary was used throughout the whole learning experience.
Multiple Intelligences are used and present
Use an article to start off the lesson with a connection to runoffs in urban and rural settings (mudslides in California)
Use a list of why water is important to introduce the topic
Use a visual of fresh water (describe the poem of no water to drink)
Assessment Plan The diagnostic and summative assessments were spot
on. There was time for the pre-assessment to be assessed
and familiarized beforehand. The word-bank was there as a tool to help the students. The final assessment included matching, drawing, and
labeling.
The pre-assessment was finished with 10 minutes before the lesson. How do you know what to teach?
Name and explain the attributes in bold. Could the students have written out the water cycle?
Engagement Anticipatory set (2): students closing their eyes on the
beach. Elaborate more on the labs (explain) Explain the hands on activities (boiling water--- visual)
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The song was a fun way for the students to get involved. The students used their imagination
Don’t use student names on papers
Adaptability Listed a lot of ways to adapt accommodations. The accommodations are in table format
Technology Integration Video Quizzes Websites for the students to visit
Use an incentive to use the websites on their free time.
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