Seth, Stacee, Jerad, Rob, Matt, Lynn & Jenn

Models of Teaching – Lesson Plan (Cooperative Learning)

11/07/06

Planning Tasks

Content That Is Focus of Lesson:

• This lesson will teach students about the 7 stages of the water cycle (i.e. Hydrologic Cycle) using the cooperative groupwork model Numbered Heads.

1. Evaporation

2. Condensation

3. Transpiration

4. Evapo-transpiration

5.Precipitation

6. Infiltration

7. Run-off

• Student will learn in groups, answering questions given by educators that are related to water cycle stages.
• At the end of this lesson, students will be given a handout on this model of teaching (i.e. cooperative learning)

Lesson Objectives

• Academic Objectives: Students will understand the 7 stages of the water cycle (see above). Students will be able to define each stage of the cycle and relate this information to real life scenarios (i.e. questions asked by the educators). After answering the questions, groups will create an art poster that reflects their knowledge of the water cycle. They will present these posters to the class. In the end, each student will be assessed by answering questions provided on a 3x5 note card.
• Social Objective: Students will work together in groups where they will come together on a consensus regarding water cycle questions. Students will learn the cooperative model of teaching (numbered heads).

Composition of Learning Teams

• Number and Size of Groups: With 34 students present, there will be six groups of 4 and 2 groups of 5 (8 groups total)
• 6 of 4
• 2 of 5
• Criteria for Membership: The class will be asked to leave the room. Upon reentry, student will be handed a packet (i.e. water cycle handout) which has a number on it (numbered 1 thru 8). This number reflects which group each student will be in (i.e. 8 groups). Students will go to designated group areas (tables will be clearly labeled 1 thru 8).

Material Requirements

• Materials / Supplies and Equipment Needed:
• Water Cycle Handout (40 each)
• Cooperative Learning Handout (40 Each)
• Construction Paper (for art posters)
• Markers, Crayons, Colored Pencils – Art Supplies
• Numbered Signs for tables
• Direct instruction diagram of complete water cycle.
• 3x5 evaluation cards
• Agenda (schedule)
• Popsicle sticks with each students name for random selection
• Question for the teachers with ballpark answers

Conducting the Lesson

• Procedures for Introducing the Lesson:
• First: Students will be asked to leave the room, so teachers can prepare for the lesson.

• Second: Students will be invited back into the room where they will receive the water cycle handout (i.e. with group number at top). Students will be directed to go to the numbered table that coincides with the number on their handout.

• Third: When the students are settled, there will be a brief direct instruction on the water cycle using a prepared diagram.

• Fourth: Student will be asked to review (i.e. read) the water cycle handout.

• Fifth: Students will be asked a series of questions that require the 7 stages of the water cycle for analysis. Students will work together to answer the questions

• Sixth: Using a random generator (i.e. popsicle sticks with students’ names), the teachers will call on students to give responses to questions.

• Seventh: After all questions have been answered, students will be given time to create a poster that reflects the various stages of the water cycle.

• Eighth: Students will present their posters to the class with a brief explanation.

• Ninth: All students will be given a 3x5 card with assessment questions. They will answer these questions and hand them in.

• Tenth: Pass out Model of Teaching Handout? (This could be included in the water cycle handout)

• Eleventh: Students will be given brief direct instruction on Model of Teaching Handout (This will reflect what we just did – groupwork model – Numbered Heads)

• Directions for helping transition to learning teams:
• Students will be asked to leave the room
• Educators (i.e. our group) will quickly set up the room for groupwork (i.e. 8 groups with numbered tables)
• Handouts with numbers will be given at the door.
• Notes/hints to remember as students work:
• Look to see how groups are working – take notes
• Resolve any unclear aspects of the water cycle questions
• Important dated to remember:
• Wednesday 11/08/06 – this is when it all happens! Be prepared!
• Student Recognition:
• Popsicle sticks will generate random selection of students to be called on.

Pitfalls to avoid

• During Introduction of the lesson:
• Clearly define the process of how groupwork will be initiated
• Give brief direct instruction on water cycle diagram (remember only 30 minutes to implement this lesson).
• Pass out materials promptly – get groups working
• As students work in teams:
• Keep an eye on how students are working together – take notes
• See how group dynamic work (remember how we worked as group comig up with this model – do we see any similarities or are things running smooth)
• As work is reported and recognized:
• Do students seem to have a clear idea of how the water cycle works or are there some gaps in their understanding?

Group Questions

1. Choose two of the following locations. Describe what happens to precipitation after it lands on the chosen location. Include a sketch or drawing with your description.

• Mountain Top
• Desert
• Gravel Parking Lot
• River
• Office Building Roof
• Forest

2. You are lost in the woods in Eastern Washington and need water. You have a shovel, a garbage bag, and a cup. How do you get potable water and what is the process (i.e. what is the water cycle process)?

3. Could you be drinking the same water a saber tooth tiger lapped up? Discuss this with your group and draw a picture detailing your rationale.

4. Where does the water go after it forms puddles on the pavement? Draw a diagram.

5. Draw a picture showing 2 ways that water is naturally accumulated (not by people).

6. It has been raining heavily and your backyard has began to flood, describe the water cycle processes involved with the flood.

7. Do Plants Sweat?

8. What happens if (insert water cycle term here) Stops?

9. Using the concepts of the water cycle, explain how a puddle might become drinking water?

10. What causes streams and rivers? Draw a picture showing their cause and formation.

11. Wet clothes are put into a dryer and come out dry. Draw a diagram detailing where the water goes.

12. What is rain (snow, or hail)? How does it happen? Draw a model of your answer.

13. Where does ground water come from and where does it go? Draw a diagram depicting your answer.

14. It’s noon (temp 92 f) in the Caribbean Sea. What is controlling evapo-transpiration?

15. A huge super Wal-Mart was built in Susie’s neighborhood last fall. The following spring Susie noticed flood and erosion problems in the nearby creek. It was not raining more than it normally did during that time of year. Susie had never seen such problems before. What do you think has caused the flood and erosion problems in the creek? Explain using concepts and processes in the water cycle.

16. Why should salmon biologists be concerned when we have a winter with very little snow accumulation in the Olympic and Cascade mountain ranges?

17. Bobbie made the coolest snowman early one warm winter day. Later that afternoon he went out to play and found his snowman gone! Where Bobbie had built his snowman was now only a small mound of snow. What had happened to Bobbie’s snowman? Explain using water cycle concepts and processes.

Answers

What happens when precipitation lands on …

Mountain Top

• Snow-sublimation-gas-condensation-precipitation
• Snow-melt-runoff-creek-river-ocean-evaporation (evaporation, or an animal could drink it at any time during the process)
• or snow-melt- infiltration-plant-evapo-transpiration-
• infinite possibilities!!!

Desert

• soil infiltration-groundwater or evaporation or plant evapo-transiration or drink for an animal-sweat-evaporation or cellular respiration or…waste product or??? infinite possibilities!!!

• Gravel Parking Lot
• Depends on soil and gravel compaction
• Precipitation-soil infiltration-groundwater-seepage-creek-river-ocean or evaporation or drink for animal along route
• Precipitation-accumulation-evaporation-drink for animal-or bird bath-or gets someone’s shoes wet the evaporation………

River

• Evaporation-
• Or river-ocean-evaporation-or drink for animal-cellular respiration or ……
• Or overflow onto bank- soil infiltration-plant-evapo-transpiration……

Office Building Roof

• Runoff-accumulation as puddle on sidewalk-evaporation-or drain-storm runoff-creek-river-ocean- or dink for animal or evaporation along way
• Or into someone’s rainwater collection system for watering plants or???’

Forest

• Evapo-transiration-condensation-precipitaion
• Soil seepage-plant absorption through routes-evapo-transiration
• Soil seepage-groundwater-creek- and on and on!!

When precipitation falls over the land surface, it follows various routes. Some of it evaporates, returning to the atmosphere, and some seeps into the ground (as soil moisture or groundwater). Groundwater is found in two layers of the soil, the "zone of aeration," where gaps in the soil are filled with both air and water, and, further down, the "zone of saturation," where the gaps are completely filled with water. The boundary between the two zones is known as the water table, which rises or falls as the amount of groundwater increases or decreases.  At the point of soil saturation the rest of the water runs off into rivers and streams, and almost all of this water eventually flows into the oceans or other bodies of water, where the cycle begins anew (or, more accurately, continues). At different stages of the cycle, some of the water is intercepted by humans or other life forms.

Name two ways water accumulates:

"“All the water that is on Earth today is the same amount which was there yesterday and the same amount which will be there in the future.  All the water we have today is the same water that there was since the days of the dinosaurs. There is no such thing as “new water.  So, for billions of years, Earth has been cleaning and reusing water over and over again.  Water is continually recycled in the Earth's hydrologic cycle. The dinosaurs once drank the same molecules that are in your faucet." (This is entirely plagarized).

Agenda for Wednesday, November 08, 2006 Numbered Heads Together Cooperative Learning

Schedule

   Find your table and begin to review your         handout.

          Time: 5 minutes

   We will reflect on the water cycle together.

          Time: 5 minutes

The whole class will be asked a question

Explore your ideas within your groups. Draw a picture that explains your answer.

Your name might be drawn from the Popsicle stick jar so each of you must be ready to answer the question.  

           This process will be repeated as time permits.

               Time: 30 minutes

   Answer the question on the 3x5 card that will be past    out to each of you.

   Thank You     Time: 5 minutes    

Hydrologic Cycle:

The Water Cycle (also known as the hydrologic cycle) is the journey water takes as it circulates from the land to the sky and back again.

The Sun's heat provides energy to evaporate water from the Earth's surface (oceans, lakes, etc.). Plants also lose water to the air (this is called transpiration). The water vapor eventually condenses, forming tiny droplets in clouds. When the clouds meet cool air over land, precipitation (rain, sleet, or snow) is triggered, and water returns to the land (or sea). Some of the precipitation soaks into the ground. Some of the underground water is trapped between rock or clay layers; this is called groundwater. But most of the water flows downhill as runoff (above ground or underground), eventually returning to the seas as slightly salty water.

The Hydrologic Cycle

Evaporation:                

When the sun heats up water in rivers or lakes or the ocean and turns it into vapor or steam that is evaporation. The water vapor or steam leaves the river, lake or ocean and goes into the air.

Transpiration:

People perspire (sweat) and plants transpire. Transpiration is the process by which plants lose water out of their leaves. Transpiration gives evaporation a bit of a hand in getting the water vapor back up into the air.

Evapotranspiration:

Evapotranspiration is when we combine evaporation with transpiration and get a new word, evapotranspiration. A single tree, when properly watered, can evapotranspire up to 40 gallons of water in a day. This is like removing all the heat produced in four hours by a small

electric space heater in your house.

Condensation:

When water vapor in the air gets cold and changes back into liquid, forming clouds, it is called condensation.

You can see the same sort of thing at home... pour a glass of cold water on a hot day and watch what happens. Water forms on the outside of the glass. That water didn't somehow leak through the glass! It actually came from the air. Water vapor in the warm air turns back into liquid when it touches the cold glass.

Precipitation:

Precipitation occurs when so much water has condensed that the air cannot hold it anymore. The clouds get heavy and water falls back to the earth in the form of rain, hail, sleet or snow.

Collection:

When water falls back to earth as precipitation, it may fall back in the oceans, lakes or rivers or it may end up on land. When it ends up on land, it will either soak into the earth and become part of the “ground water” that plants and animals use to drink or it may run over the soil and collect in the oceans, lakes or rivers where the cycle starts

all over again.

Runoff:

When rain or snow falls onto the earth, it just doesn't sit there -- it starts moving according to the laws of gravity. Some of it seeps into the ground (see infiltration), but most of it flows downhill as runoff. Runoff is extremely important in that not only does it keep rivers and lakes full of water, but it also changes the landscape by the action of erosion. Flowing water has tremendous power -- it can move boulders and carve out canyons (check out the Grand Canyon!).

Infiltration:

When rain or snow (or any liquid) hits the Earth, gravity pulls it down into the ground. This is called infiltration. Once in the ground, water is drawn deeper into the soil by suction. The more porous the soil and the less existing moisture in the soil, the higher the infiltration will be.

References: www.kidzone.ws/water/