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Renata Stewart

Renata Stewart . LTEC 4100 – Spring 2010 April 22, 2010 Dr. Lee. Bloom’s Taxonomy. Remembering: recall or remember the water cycle information. Understanding: explain ideas or concepts of the cycle. Applying : use the information to organize the steps/process.

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Renata Stewart

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  1. Renata Stewart LTEC 4100 – Spring 2010 April 22, 2010 Dr. Lee

  2. Bloom’s Taxonomy • Remembering: recall or remember the water cycle information. • Understanding: explain ideas or concepts of the cycle. • Applying: use the information to organize the steps/process. • Analyzing: establish differences between each step. • Evaluating: support analysis with research. • Creating: create water cycle

  3. Learners… • 4th grade students • Science: The Water Cycle • Involves planning, implementing field and lab investigations • analyzing information • making informed decisions • use tools to collect information to support scientific investigations

  4. TEKS • (11) Science concepts. The student knows that the natural world includes earth materials and objects in the sky. The student is expected to: • (A) test properties of soils including texture, capacity to retain water, and ability to support life; • (B) summarize the effects of the oceans on land; and • (C) identify the Sun as the major source of energy for the Earth and understand its role in the growth of plants, in the creation of winds, and in the water cycle.

  5. Learning Objective • Define and explain the water cycle • Conduct an experiment using the scientific method • Record and interpret observations • Form accurate conclusions based on scientific evidence

  6. Lesson Plan • Introducing the Water Cycle *Discover students' prior knowledge *Build on the responses. *Add responses to the KWL on the board. 2. Producing the Water Cycle *Lead the students through circular water cycle *Using both words and pictures. 3. Viewing the Water Cycle *Students identify parts of cycle . 4. Demonstrating and Planning for Learning *Students group and fold their paper into three columns *Title each one K, W, or L. *The first two sections: what they now know about the water cycle, and what they want to know about the water cycle.

  7. Technology • http://www.actewagl.com.au/education/_lib/Flash/Water_cycle/water.swf

  8. Evaluation and Follow-up • Evaluation is based on the students' KWL charts. • Teacher notes how much the students demonstrated knowledge. • Teacher writes questions that encourage children to think. • Suggestions are attached to their charts. • Charts are returned to students to establish what they’ve learned.

  9. Credits • http://ritter.tea.state.tx.us/teks/grade/Fourth_Grade0909.pdf • The Water Cycle at Work(http://www.epa.gov/OGWDW/kids/cycle.html) • Round & Round it Goes. The Water Cycle(http://www.dnr.state.wi.us/org/caer/ce/eek/earth/groundwater/watercycle.htm) • The Water Cycle(http://mbgnet.mobot.org/fresh/cycle/cycle.htm) • The Water Cycle - A middle school project(http://www.heronsgate.milton-keynes.sch.uk/projects/water/wat.html) • http://response.restoration.noaa.gov/topic_subtopic_entry.php?RECORD_KEY(entry_subtopic_topic)=entry_id,subtopic_id,topic_id&entry_id(entry_subtopic_topic)=447&subtopic_id(entry_subtopic_topic)=27&topic_id(entry_subtopic_topic)=3

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