VIEWS OF WATER ON EARTH AMBER PENFIELD EDU 327: TEACHING TO THE STANDARDS SPRING 2011 1

VIEWS OF WATER ON EARTH

AMBER PENFIELD EDU 327: TEACHING

TO THE STANDARDS SPRING 2011

1

Learning Experience Focus Question

2

The focus question of this learning experience are:

How does the water cycle impact our lives?

Baker Victory Academy 3

Located in South Buffalo Baker Victory Services Cooperating Teacher: Kelly

Schmitt K-12 6:1:1 classrooms Behavior Problems

Grade Level/Ability of Students

4

The work was completed by students in a fifth grade classroom in an urban school district.

6 students total 1 girl 5 boys 6 students receive consultant teacher

services 1 student receive speech 1 student receive ESL services

Time Frame5

Eight 30 – 40 minute sessions This learning experience takes more time to

prepare before teaching than during or after. The pre-planning includes gathering all

student materials, and creating student work packets.

Daily planning includes time to gather materials and grade student work.

After the learning experience time will be needed to look at student results and grade Water Cycle Assessment Diagrams.

Objectives6

Overview of what students need to know and be

able to do to succeed:

Prior to Learning Experience Demonstrate an understanding of graphic organizers Demonstrate an ability to work with peers Demonstrate an ability to follow directions

During and After the Learning Experience Share personal ideas about water on earth with the

whole group Label illustrations/diagrams Make and record observations of experiments

Essential Question7

Essential Question: How does the water cycle impact our lives?

Guiding Questions: Approximately what percent of Earth is not covered by the

hydrosphere? What are the main parts of the water cycle? Where does evaporation take place? Where does condensation take place? What is a runoff?

Diagnostic Questions: Is water a necessity? How do humans respond without water within their lives?

Enduring Understanding8

The Water Cycle is a process which is constant within the world we live, without it we would not be able to function properly.

Student’s Tasks

9

Day 1 Participate in the Water Cycle Song

anticipatory set Read The Water Cycle Comprehension

Reading The Water Cycle Comprehension Reading

Questions Illustration of Water Cycle Share out of illustrations and answers to

questions

Developing Student Work10

Developing 68 %

Proficient Student Work11

Proficient 92 %

Distinguished Student Work

12

Distinguished scored 100 %

Additional Student Work13

Thematic Unit Connection with all subjects

NYS Learning Standard: Math, Science and Technology

14

MST Standard 4: The Living Environment: Students will understand and apply scientific concepts, principles, and theories pertaining to the physical and living environment and recognize the historical development of ideas in science.

Key Idea 2: Many of the phenomena that we observe on Earth involve interactions among components of air, water, and land.

Performance Indicators: 2.1 Explain how the atmosphere (air),

hydrosphere (water), and lithosphere (land) interact, evolve, and change. p. 28

Assessments15

Diagnostic Assessments: Vocabulary Pre Test Pre-assessment Formative Assessments: Ticket out the Door QuestionsSummative Assessments: Scoring Rubric for post assessment The Water Cycle post assessment Pre-assessment

Modification Table

Modification Rationale BenefitEnvironmental

and Management

Preferential seating

Students will be moved to

different seats if disruptive.

Students will be moved away from

distractions.

16

Reflections17

Thanks to my peer review group, Mr. Arnold, and my cooperating teacher for all of your assistance in developing my LE !

Thank You!