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The Water Cycle LTEC 4100 February 20 th , 2010

The Water Cycle LTEC 4100 February 20 th , 2010. Tiffany Ruppel University of North Texas. §112.4. Science, Grade 2.

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The Water Cycle LTEC 4100 February 20 th , 2010

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  1. The Water Cycle LTEC 4100February 20th, 2010 Tiffany Ruppel University of North Texas

  2. §112.4. Science, Grade 2. • 2)  As students learn science skills, they identify components and processes of the natural world including the water cycle and the use of resources. They observe melting, evaporation, weathering. Science is a way of learning about the natural world. • (E)  construct reasonable explanations and draw conclusions using information and prior knowledge; and (F)  communicate explanations about investigations.

  3. 2nd Grade: Science Lesson • The make up of the students I plan on teaching this lesson to are mixed. I’m teaching this to a general classroom with a make up of different students. Some of which are bilingual, gifted and some that need some additional guidance with a lesson.

  4. Evaporation, Condensation, Precipitation, Collection The Earth has a limited water supply that keeps going around and around in what we call the Water Cycle Description of Water Cycle

  5. Blooms Taxonomy Objectives • Remembering: Can the students recall the information? I plan to describe the events that shape the water cycledefining the terms and planning the memorization process for the students. I will teach them what a mnemonic aid is and how to use Everyone Come Play Collectively as an aid to help them remember each of the 4 cycles by name. • Understanding: Can the students explain ideas or concepts? I will state the main ideas of the water cycle and then have the students tell me in their own words how it works recognizing each of the 4 cycles. • Applying: Can students use the info in a new way? Students will create a flip textbook illustrating their knowledge of the water cycle.

  6. Objectives Cont… Analyzing: Can students distinguish between different parts?I will go over the flow chart of how the water cycle flows. I will break up each process describing more in depth and identify causes for each. • Evaluating: I will give the students a written exam covering specific attributes of the water cycle and also ask them to fill in the blanks of an illustration. • Create: Can the students create new product or point of view? I will have the students participate in an experiment demonstrating in a hands on demonstration of the water cycle and how it works.

  7. Learning activities, media and material used: • First I will start off by just simply showing the chart on a power point presentation identifying the parts of the water cycle and having them briefly read about it in their textbook. • I will then ask the class as a group some questions to get them thinking about the water cycle and how it affects our planet. • Where does rain come from? • How did the water get into the sky? • Where do puddles go after the rain? • What is the stuff that fogs up windows?

  8. Learning Activities Cont… • I will then introduce them into our experiment of the day which is making a solar water still • As a class I will have them all watch me set up and ask for some volunteers to help me get the experiment up and running. Once the materials have all been set up, I will break the class up into small groups to work on a worksheet prepared to get them thinking about their hypothesis related to this experiment. The worksheet will include the following questions: • Do you think the water can get out of the tub and in the cup once we have sealed it with tape? Do you think the water will just stay in the soil or will some go into the cup? If so, how?

  9. Learning Activities Cont… • I plan on doing this experiment before lunch so that while the children are gone the water will have time to drip into the cup. • Conclusion: Once students arrive back into the classroom and all have time to examine what has taken place they will get back into their groups and answer two more questions: • Where do you think the water came from? • Where could it have come from?

  10. Learning Activities Cont… • I will discuss with the class where the water vapor goes when not trapped i.e.: Atmosphere to form clouds • In the same groups, answer the following questions: • Do you think a solar still would work in the desert? • What would you look for when deciding where to put a solar still? • (All questions will appear on the worksheet passed out at the beginning of the experiment)

  11. Learning Activities Cont… • After the experiment is complete I will show the children through the power point the flow chart of the water cycle. I will then pass out an activity in which the students will individually illustrate each of the 4 cycles with a word bank for them to choose from. • Learning objectives include: students should be able to define and recognize each of the 4 cycles • Learning media for this lesson includes: textbook, power point, worksheet and experiment.

  12. Evaluation • I will give an exam expecting the students to know a brief definition of the 4 cycles and be able to fill in the blanks on an illustration of the water cycle

  13. References and Credits • http://www.kidzone.ws/WATER/ • http://ritter.tea.state.tx.us/rules/tac/chapter112/ch112a.html • http://geology.com/teacher/water.shtml • http://www.odu.edu/educ/roverbau/Bloom/blooms_taxonomy.htm

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