Content to be taught: Water Cycle
Learning Objectives:
The students will gain a comprehensive understanding of the water cycle:
- Students will be able to identify the 7 processes in the water cycle and how they fit into the whole water cycle.
- Students will be able to identify concrete examples of the water cycle processes in their own lives.
Phase 1: Provide Objectives and Establish Set
5 minutes: Chelsea will go over agenda, give background information/contextualize the lesson, and motivate students to learn.
Phase 2: Demonstrate knowledge
15 minutes: Caitlin and Jana will introduce the eight vocabulary words (hydrolic cycle, evaporation, condensation, precipitation, transpiration, evapo-transpiration, infliltration, runoff). Jana will introduce each vocabulary word, give a succinct definition and place it on the velcro diagram. Caitlin will elaborate, using visuals on the projector, and check for understanding. Once all of the words are fully introduced in this way Caitlin and Jana will do a final check for understanding and answer student questions.
Phase 3 & 4: Provide Guided Practice, Check for Understanding and Provide Feedback
10 minutes: Heather will introduce Worksheet 1. Students will complete the worksheet while teachers circulate through classroom checking for understanding. Heather will lead the self check using the projector.
10 minutes: Daniel will introduce Worksheet 2. Students will complete the worksheet while teachers circulate through classroom checking for understanding. Daniel will lead the self check using the velcro diagram.
Phase 5: Provide Extended Practice and Transfer
5 minutes: Leah will wrap up the lesson, review the days material and answer any final questions. Then she will introduce the homework assignment.
Direct Instruction
The Direct Instruction Model is mostly based on ideas from systems analysis and the behavioral modeling theory. Systems analysis examines the effectiveness of breaking down tasks into step-by-step instructions; while the behavior modeling theory explains that individuals learn best when they watch others. The direct instruction model was specifically designed to promote student learning of procedural knowledge and declarative knowledge that is well structured and can be taught in a step-by-step fashion. Direct Instruction increases student engagement as well as time on task in the classroom.
Phase 1
Provide objectives and establish set:
Teacher goes over objectives for the lesson, gives background information, and explains why the lesson is important. Gets students ready to learn.
Phase 2
Demonstrate knowledge or skill:
Teacher demonstrates skill correctly or presents step-by-step information.
Phase 3
Provide guided practice:
Teacher structures initial practice.
Phase 4
Check understanding and provide feedback:
Teacher checks to see if students are performing correctly and provides feedback.
Phase 5
Provide extended practice and transfer:
Teacher sets conditions for extended practice with attention to transfer to more complex and real life situations.
The Water Cycle
Match the action on the right with the term on the left. Put the letter under the term.
HYDROLOGIC CYCLE
|
A) This is the combination of evaporation and transpiration |
CONDENSATION
|
B) Steam from the bathtub entering the air |
EVAPORATION
|
C) Why your houseplants sometimes look like they’re sweating |
PRECIPITATION
|
D) A stream of water after a hard rain flows down the street |
TRANSPIRATION
|
E) Why we’re drinking the same water that the dinosaurs drank |
EVAPO-TRANSPIRATION
|
F) A puddle in the dirt disappears when it stops raining |
INFILTRATION
|
G) Clouds in the sky form in different shapes and sizes |
RUN OFF
|
H) It’s raining outside! |
Water Cycle In My Life
We see evidence of the water cycle around us all the time, every day. On the big scale, we see rainfall, clouds, and the Puget Sound and its tributaries. On the small scale we see steam in a water kettle, evaporating puddles on the ground, and water running down the gutter into the storm drain. Write a paragraph describing one example of the water cycle that you see in your life outside the classroom. You may supplement your paragraph with a drawing or diagram. Make sure you think about and include whether this is evidence of evaporation, condensation, precipitation, transpiration, evapo-transpiration, infiltration, or runoff. Connect the dots: include a hypothesis about what part of the cycle the water just went through before you saw it and which part of the cycle it might go through next.
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