Assignment #4 Stage 3 - Understanding by Design (Kaamiya Burroughs)

Unacceptable (1 Points) "denti#ies strategies t$at are intended to %&&' learners in t$e beginning and %&(D t$eir attention)

Acceptable (2 Points) *ns!res t$at learners !nderstand +%*,* t$e !nit is $eaded and +% design o# instr!ction %&&'S learners in t$e beginning and %&(DS t$eir attention)

Target (3 Points) S$o.s s!perior ability to design instr!ction and select media so t$at learners !nderstand +%*,* t$e !nit is $eaded and +% ) Applies principles o# ed!cational psyc$ology/ comm!nications t$eory/ and 0is!al literacy to selection o# media so t$at t$e design o# instr!ction %&&'S and %&(DS learners1attention) De0elops diagnostic assessments to c$ec5 #or all prere4!isite s5ills and 5no.ledge) 9atc$es all essential 4!estions/ !nderstandings/ s5ills/ and 5no.ledge .it$ a matc$ing instr!ctional strategy) T$is is clearly demonstrated in t$e assignment) Pro0ides n!mero!s opport!nities #or st!dents to ,*T%"6' big ideas/ ,*3(*7T on progress/ and to ,*8"S* .or5) Utili:es ;ardner1s strategy to pro0ide di##erent <*ntry Points= to meet t$e needs o# all types o# intelligences) T$is is clearly identi#ied in t$e assignment) Pro0ides di##erent 0ersions o# eac$ acti0ity at di##erent degrees o# di##ic!lty) (7o!nts t.ice) S$o.s s!perior ability to matc$ appropriate media to learners1 needs to prod!ce e##ecti0e/ di##erentiated learning en0ironments !sing technology resources) T$is is e0idenced by identi#ying title and prod!cer o# commercially prod!ced media or by s!pplying t$e title and U,( #or internet reso!rces)

o!r Score 23

3ails to pro0ide a pretest #or learners) "nstr!ctional strategies #ail to matc$ t$e standards/ !nderstandings/ essential 4!estions/ 5no.ledge/ or s5ills o# t$e !nit) 3ails to pro0ide opport!nities #or st!dents to ,*T%"6' ideas/ ,*3(*7T and to ,*8"S* .or5) "nstr!ction $as one global starting point #or all learners) Pro0ides one 0ersion o# eac$ acti0ity) (7o!nts t.ice) Selects or describes media #or !nit) (7o!nts t.ice)

De0elops a pretest b!t t$e instr!ment does not incl!de all prere4!isite s5ills) T$ere is e0idence o# a correlation bet.een some o# t$e !nderstandings/ essential 4!estions/ s5ill and 5no.ledge and t$e instr!ctional strategies Pro0ides opport!nities #or st!dents to ,*T%"6' big ideas/ ,*3(*7T on progress/ and ,*8"S* t$eir .or5) Utili:es ;ardner1s strategy to pro0ide di##erent <*ntry Points)= Pro0ides di##erent 0ersion o# eac$ acti0ity) (7o!nts t.ice) S$o.s ade4!ate ability to matc$ media to prod!ce e##ecti0e learning en0ironments !sing tec$nology reso!rces)

23

23

23

2> 2>

o!r Total Score ,ating Scale? Score 1> or @ 1A-2B 21-24

224

,ating Unacceptable Acceptable Target

Title o# Unit

T$e +ater 7ycle

;rade (e0el

4t$

*ssential C!estions &0erarc$ing C!estions? 1) %o. is in4!iry !sed to in0estigate t$e ans.ers to 4!estions .e poseD 2) Do .e drin5 t$e same .ater t$at .as on eart$ a million years agoD 3) +$at #orm does .ater ta5e on o!r eart$D 4) +$at are t$e cycles in o!r e0eryday li#eD E) %o. do clo!ds a##ect li#e processes since t$ey are t$e lo.est part o# t$e eart$1s atmosp$ereD Stage 3 Topical C!estions? 1)%o. can .e in0estigate .$at $appens daily to t$e .ater on eart$D 2) %o. is #res$.ater a0ailability c$anging and $o. can .e !nderstand and predict t$ese c$angesD 3. How does water change states as it travels through the water cycle? 3. How does heat energy (temperature) change the state of a liquid/solid/gas? 4. How does the water cycle impact the environment? E) %o. are clo!ds #ormedD

Where are your students headed and Why? What is required of them?

,at$er t$an re0ie. t$e co!rse syllab!s #or t$e year/ teac$er .ill say/ <+e $a0e started a ne. !nit in science? T$e +ater 7ycle) At t$e end o# t$is !nit yo! .ill act as 7aldecott a.ard .inning a!t$ors and create yo!r o.n c$ildren1s boo5 t$at depicts t$e .ater cycle) o! .ill $a0e t$e opport!nity to read yo!r boo5 to yo!nger c$ildren) T$e r!bric #or t$is tas5 .ill be distrib!ted today) "n addition to t$e c!lminating per#ormance tas5/ yo! .ill be gi0en t.o 4!i::es/ one on t$e states o# matter and t$e second eFcl!si0ely on t$e .ater cycle) At t$e close o# eac$ lesson/ yo! .ill re#lect on t$e day1s lesson/ noting strengt$s and .ea5nesses and areas o# impro0ements) "n addition to eac$ Go!rnal re#lection/ yo! .ill be re4!ired to ans.er t.o 4!estions in yo!r science Go!rnal? "magine yo! are a drop o# rain) Describe yo!r eFperiences as yo! na0igate t$ro!g$ t$e .ater cycle) Write a speech that explains to people why it's important to protect Earth's freshwater resources. o!r responses to t$ese 4!estions .ill be d!e at t$e end o# t$e !nit) At t$e end o# t$e !nit/ yo! .ill be as5ed to re#lect on yo!r e0ol0ing !nderstanding o# t$e .ater cycle/ as c$ronicled in yo!r daily Go!rnal entries) T$e #inal 4!estion #or t$e last days? "# yo! .ere to teac$ t$is concept (t$e .ater cycle) to neFt year1s st!dents/ .$at .o!ld yo! do to ens!re t$ey !nderstand t$e concept as opposed to 5no.ing some #acts abo!t itD= 7reate a '+( c$art #or t$is !nit to assess st!dents1 !nderstanding o# prior 5no.ledge)

How will the students be hooked and held in this unit?

Hooks for each Essential Question: 1) %o. does $eat energy (temperat!re) c$ange t$e state o# a li4!id2solid2gasD Hands-On: Pass out ice to each student. Ask students hat is ha!!ening to the ice as they hold it in the !alm of their hands. "ist res!onses as to hy the ice is melting and challenge students to !ro#e their $ustifications. 2) %o. can .e in0estigate .$at $appens daily to t$e .ater on eart$D %ystery: &ead article ' E(actly )hat Ha!!ens *f )e &un Out of )ater+ ,y -osh .lark /htt!:00science.ho stuff orks.com0en#ironmental0earth0geo!hysics0run-out-of- ater.htm) 3) +$at is t$e .ater cycle and $o. does it impact t$e en0ironmentD &ole Play: )ith a !artner1 students ill think of a ne#er-ending cycle that can ,e acted out and the class ill guess hich cycle it is. 2eacher ill rite correct res!onses on the ,oard. 4) %o. is #res$.ater a0ailability c$anging and $o. can .e !nderstand and predict t$ese c$angesD Odd 3act: 45 !ercent of the earth is made of ater. "ess than three !ercent of that is fresh for us to drink. Ho can this sustain life6 E) %o. are clo!ds #ormedD Outside Acti#ity: 7tudents take $ournals and dra the ty!e of clouds they see outside. After students ha#e dra n their clouds1 for fun1 take a fe minutes to imagine !ictures in the clouds. At the end of the lesson1 ha#e students identify the ty!e of clouds they sa outside.

What activities, instruction, and guidance will be provided to enable and equip students to explore and experience the important ideas in this unit?

* listed the acti#ities ith each %ulti!le *ntelligence it ser#es. T$e intelligences " need to place emp$asis on based on t$e data #rom Assignment 1 are as #ollo.s? "ntrapersonal/ "nterpersonal/ 'inest$etic/ and/ (ing!istic) 1. How does heat energy (temperature) change the state of a liquid/solid/gas? Teacher applies/withdraws heat from a variety of objects (ice cubes, water, different types of liquids) Students explain their ideas about what will happen once heat is applied/withdrawn. ((ing!istic) Teacher allows groups of students to form their own definitions of how heat energy affects the states of a liquid, solid, and gas. (Interpersonal, (ing!istic) Post descriptions on board and class finds way to consolidate everyones ideas into one definition for each state of matter. (Interpersonal, (ing!istic) 2) %o. can .e in0estigate .$at $appens daily to t$e .ater on eart$D Teac$er places .et $andprint on board) As5 st!dents .$at .ill $appen to print in a #e. min!tes) C!estion st!dents as to .$y t$e print dried !p) ;ro!ps o# st!dents ta5e a bo.l o# .ater place in a large plastic bag/ meas!re t$e contents/ set o!tside and re-meas!re t$e contents e0ery $o!r !ntil t$e end o# t$e day) St!dents c$art t$eir o.n eFplanations #or .$at $appened to t$e .ater le0els) (Interpersonal, kinesthetic, (ing!istic/ (ogical-9at$ematical) o Differentiated Activity- Students used pre-charted data to graph and analyze the results; students have graphs with the labels and scale pre-filled. 9a5e connections .it$ t$e .ater cycle #rom t$e obser0ations o# t$e mini eFperiment) (Explain to students that each day the water level gets lower as water evaporates. The top of the bag gets cloudy as water condenses. And eventually water drops appear on the side of the bag and at the bottom as the water precipitates). ((ing!istic) 3. What is the water cycle and how does it impact the environment? To differentiate the following activities, allow below level students the option to choose one of the activities listed, on level two, and for advanced, arrange the activities into a Think-Tac-Toe and have students complete three activities in a row: 7ompare27ontrast t$e parts o# t$e .ater cycle) (Interpersonal, (ing!istic) 7reate and interpret .ater cycle diagram) (Interpersonal, kinesthetic) 7ollect and ;rap$ t$e amo!nt o# precipitation t$at #alls o0er a one-mont$ period/ or t$e d!ration o# t$e !nit) (Interpersonal, kinesthetic, (ogical-9at$ematical) Analy:e and interpret t$e precipitation le0els in certain areas (!nderstand trends and ma5e predictions based on t$e data #or certain areas)) *Fplain t$e conse4!ences o# too m!c$ or too little precipitation) (Interpersonal, (ing!istic/ (ogical9at$ematical) Demonstrate compre$ension o# .ater cycle by creating a narrati0e t$at ill!strates t$e Go!rney o# a drop o# .ater) ("ntrapersonal/ (ing!istic) St!dents eFplain2G!sti#y .$et$er t$ey t$in5 one part o# t$e .ater cycle is more important t$an t$e ot$er) (Interpersonal, (ing!istic) Create and have students sing their water cycle songs. (Musical) Design a game to help you remember the parts of the water cycle (Visual, Interpersonal, Intrapersonal) Investigate a local water cycle (naturalistic). 4) %o. is #res$.ater a0ailability c$anging and $o. can .e !nderstand and predict t$ese c$angesD As st!dents enter t$e classroom/ $and t$em .ads o# balled !p paper/ clay/ #ood coloring/ dar5 li4!id/ and ot$er miscellaneo!s tras$ items) +al5 aro!nd .it$ a $!ge b!c5et o# <#res$= .ater) As5 st!dents to eFamine t$e .ater inside) Tal5 abo!t .$at is seen) Start .al5ing aro!nd and $a0e st!dents t$ro. items into t$e b!c5et) +$at is $appening to t$e #res$.ater a0ailabilityD +$y is it diminis$ingD %a0e st!dents c$art2list .ays #res$.ater a0ailability is c$anging) +$at are .ays .e can pre0ent #res$.ater #rom becoming poll!tedD 7$art responses on board) (Interpersonal, kinesthetic, (ing!istic) E) %o. are clo!ds #ormedD ;o o!tside and $a0e c$ildren g!ess .$at obGects t$ey can ma5e o!t in t$e clo!ds) (Tell st!dents clo!d #ormations are 4!ite simple .it$ t$e rig$t components added) T$ey .ill ma5e clo!ds) ('inest$etic/ (ing!istic) 7reate clo!ds in Gars) (Interpersonal, kinesthetic) Dra. and eFplain di##erent types o# clo!ds (7irr!s/ 7!m!lonimb!s/ and Strat!s) !sing paint and cotton balls)

("ntrapersonal/ kinesthetic, (ing!istic) o Differentiated Activity- Below level students match the clouds with the corresponding description. Advanced students investigate other types of clouds and write a research paper. ,ead <7lo!dy +it$ a 7$ance o# 9eatballs= by H!di Iarrett) %a0e st!dents .rite narrati0es abo!t t$eir #a0orite type o# precipitation #alling #rom t$e s5y) ("ntrapersonal/ (ing!istic) o Differentiated Activity- Students could host a play, write a poem or sing a song. *ac$ st!dent s$o!ldpic5 a clo!d type and .rite abo!t a typical day #rom t$e clo!d1sperspecti0e) 3or eFample/ a strat!s clo!d co!ld tal5 abo!t $angingaro!nd close to $is #riend t$e eart$ all day and .atc$ing t$epeople r!n #rom place to place) T$e teac$er .o!ld be loo5ing#or t$e disting!is$ing c$aracteristics o# t$e clo!d types disc!ssedin class) Anot$er .ay to assess t$is lesson .o!ld be to go o!tsideand $a0e t$e st!dents decide .$at clo!ds t$ey see in t$e s5y) T$is can be contin!ed t$ro!g$o!t t$e .ee5 .it$ t$e st!dents5eeping a clo!d Go!rnal) ("ntrapersonal/ (ing!istic) o Differentiated Activity- Produce a play, write a poem, or sing a song.

What activities, products and performances will be designed to provide students with the opportunity to reflect, rethink, and revise?

&pport!nities to &ethink? Ta5e t$e role o# a drop o# rain) Tell abo!t yo!r Go!rney t$ro!g$ t$e .ater cycle) 7$oose a clo!d type and .rite abo!t a typical day #rom t$e clo!d1sperspecti0e) Arg!e and debate .$ic$ part o# t$e .ater cycle (i# any) is more important t$an t$e ot$ers) &pport!nities to &efine? Sel#-Assessments Dra#t and edit sessions o# narrati0e .ritings ,e$earsals o# .ater cycle songs &pport!nities to &eflect? Sel#-Assessments Science Go!rnals T$in5-a-lo!ds

*
Today/ " learnedJ " did .ellJ " am still con#!sedJ " need $elp .it$J " .ant to 5no. more abo!tJ 6eFt time/ " .ill .or5 onJ

What self-assessments and self-evaluations will students participate in to allow for reflection and transfer of learning?

2he follo ing !rom!ts ill ,e used to encourage reflection at the conclusion of each lesson:

2he follo ing 8uestions ill ,e used to encourage 7elf-E#aluation u!on the conclusion of the !erformance ,ased assessment: +$at do yo! really !nderstand abo!t t$e .ater cycleD +$at 4!estions do yo! still $a0e abo!t t$e .ater cycleD +$at are yo! most pro!d o#D +$yD +$at are yo! most disappointed inD +$yD +$at grade do yo! deser0e on t$is per#ormance assessmentD +$yD %o. $as .$at yo! learned c$anged yo!r t$in5ingD

How will instruction and activities be tailored to provide for the various learning needs, styles, knowledge and interests of students?

Tailoring t$e design based on? 7ontent Assess prior 5no.ledge and s5ills 0ia '+( at t$e start o# t$e !nit and de0elop di##erentiated acti0ities to accommodate eac$ st!dent) Pro0ide st!dents .it$ t$e opport!nities to s$o.case t$eir indi0id!ality and creati0ity (;ardner1s 9!ltiple "ntelligences) by pro0iding assessments/ assignments/ and acti0ities t$at allo. #or a 0ariety o# correct responses) Pro0ide di##erentiated reading materials to $elp st!dents !nderstand di##ic!lt concepts) (Science (e0eled ,eaders) 7mall 9rou! 9uided :iscussions: o Assign st!dents into gro!ps based on scienti#ic !nderstanding and ability to $andle distractions) o St!dents in t$e gro!ps alternate being t$e disc!ssion leader/ scribe/ and reporter (person .$o s$ares t$e $ig$ points o# t$e con0ersation .it$ t$e rest o# t$e class)) o Discussion Topics for each leveled group: Below Level- 9a5e a list o# .ays in .$ic$ $!mans need or !se .ater) +$o or .$at else depends on eart$1s .ater #or s!r0i0alD %o. co!ld .e increase t$e amo!nt o# *art$1s .ater t$at is a0ailable #or $!man cons!mptionD On Level- "n .$at .ays do $!mans a##ect t$e amo!nt o# .ater a0ailable on t$e planetD %o. can .e c$ange abo!t t$isD +$at s$o!ld .e c$angeD Advanced- +$om does *art$1s .ater belong toD *Fplain yo!r t$in5ing) +$at c$anges in t$e a0ailability o# .ater co!ld nat!re $a0e in store #or !sD Disc!ss t$e process o# desalination) +$at i# $!mans #ig!red o!t a c$eap .ay to desalinate large 4!antities o# .aterD S$o!ld .e do itD *Fplain) +$ole ;ro!p Disc!ssion- At .$at points in t$e .ater cycle co!ld $!mans inter#ereD +$at i# t$e !seable amo!nt o# .ater s!ddenly decreased dramaticallyD %o. co!ld .e adaptD 7o!ld .e adaptD ,e#er to accommodations listed in Stage 3 #or eac$ learner) Process ;i0e st!dents opport!nity to .or5 indi0id!ally and in small gro!ps Allo. st!dents to c$oose $o. to comm!nicate t$eir learning (&rally/ 0is!ally/ or in .riting)) Prod!ct 7$oices o# prod!cts #or acti0ities and assignments /&efer to Differentiated Activities listed in Blue) &ptions #or demonstrating !nderstanding

&

How will learning experiences be organized sequenced to provide for greatest acquisition understanding?

Two-Week Unit Preface unit with: ')e ha#e started a ne unit in science: 2he )ater .ycle. At the end of this unit you ill act as .aldecott a ard inning authors and create your o n children;s ,ook that de!icts the ater cycle. <ou ill ha#e the o!!ortunity to read your ,ook to younger children. 2he ru,ric for this task ill ,e distri,uted today. *n addition to the culminating !erformance task1 you ill ,e gi#en t o 8ui==es1 one on the states of matter and the second e(clusi#ely on the ater cycle. At the close of each lesson1 you ill reflect on the day;s lesson1 noting strengths and eaknesses and areas of im!ro#ements. *n addition to each $ournal reflection1 you ill ,e re8uired to ans er t o 8uestions in your science $ournal: *magine you are a dro! of rain. :escri,e your e(!eriences as you na#igate through the ater cycle. Write a speech that explains to people why it's important to protect Earth's freshwater resources. <our res!onses to these 8uestions ill ,e due at the end of the unit. At the end of the unit1 you ill ,e asked to reflect on your e#ol#ing understanding of the ater cycle1 as chronicled in your daily $ournal entries. 2he final 8uestion for the last days: *f you ere to teach this conce!t /the ater cycle) to ne(t year;s students1 hat ould you do to ensure they understand the conce!t as o!!osed to kno ing some facts a,out it6+ .reate a K)" chart for this unit to assess students; understanding of !rior kno ledge. .alendar of E#ents !onday $%&% %o. does $eat energy (temperat!re) c$ange t$e state o# a li4!id2solid2gasD Hook' '+( 7$artHands-On: Pass out ice to each student. Ask students hat is ha!!ening to the ice as they hold it in the !alm of their hands. "ist res!onses as to hy the ice is melting and challenge students to !ro#e their $ustifications. (ctivity' Teacher applies/withdraws heat from a variety of objects (ice cubes, water, different types of liquids) Students explain their ideas about what will happen once heat is applied/withdrawn. Teacher allows groups of students to form their own definitions of how heat energy affects the states of a liquid, solid, and gas. Post descriptions on board and class finds way to consolidate everyones ideas into one definition for each state of matter. !onday $%&% %o. is #res$.ater a0ailability c$anging and $o. can .e !nderstand and predict t$ese c$angesD Hook' Odd 3act: 45 !ercent of the earth is made of ater. "ess than three !ercent of that is fresh for us to drink. Ho can this sustain "uesday $%&% %o. can .e in0estigate .$at $appens daily to t$e .ater on eart$D Hook' %ystery: &ead article ' E(actly )hat Ha!!ens *f )e &un Out of )ater+ ,y -osh .lark /htt!:00science.ho stuff ork s.com0en#ironmental 0earth0geo!hysics0run-outof- ater.htm) (ctivity' Teac$er places .et $andprint on board) As5 st!dents .$at .ill $appen to print in a #e. min!tes) C!estion st!dents as to .$y t$e print dried !p) ;ro!ps o# st!dents ta5e a bo.l o# .ater place in a large plastic bag/ meas!re t$e contents/ set o!tside and re-meas!re t$e contents e0ery $o!r !ntil t$e end o# t$e day) St!dents c$art t$eir o.n eFplanations #or .$at $appened to t$e .ater le0els) "ech )esource' ' E(actly )hat Ha!!ens *f )e &un Out of )ater+ ,y -osh .lark /htt!:00science.ho stuff ork s.com0en#ironmental 0earth0geo!hysics0run-outof- ater.htm) "uesday $%&% %o. are clo!ds #ormedD Hook' Outside Acti#ity: 7tudents take $ournals and dra the ty!e of clouds they see outside. After students ha#e dra n their clouds1 for fun1 take a fe minutes to imagine !ictures in the clouds. At the end of the lesson1 ha#e students Wednesday $%&% +$at is t$e .ater cycle and $o. does it impact t$e en0ironmentD Hook' &ole Play: )ith a !artner1 students ill think of a ne#er-ending cycle that can ,e acted out and the class ill guess hich cycle it is. 2eacher ill rite correct res!onses on the ,oard. (ctivity' 7reate and interpret .ater cycle diagram) St!dents compare2contrast e0aporation and condensation) "ech )esource' T$e +ater 7ycle- +ater Science #or Sc$ools$ttp?22ga).ater)!sgs)go02ed!2 .atercycle)$tml "hursday $%&% +$at is t$e .ater cycle and $o. does it impact t$e en0ironmentD (ctivity' Analy:e and interpret t$e precipitation le0els in certain areas (!nderstand trends and ma5e predictions based on t$e data #or certain areas)) *Fplain t$e conse4!ences o# too m!c$ or too little precipitation) "ech )esource' T$e +ater 7ycle- +ater Science #or Sc$ools$ttp?22ga).ater)!sgs)go02ed !2.atercycle)$tml #riday $%&% +$at is t$e .ater cycle and $o. does it impact t$e en0ironmentD (ctivity' Demonstrate compre$ension o# .ater cycle by creating a narrati0e t$at ill!strates t$e Go!rney o# a drop o# .ater (ssessment' +ater cycle C!i: "ech )esource' T$e +ater 7ycle- +ater Science #or Sc$ools$ttp?22ga).ater)!sgs)go02ed!2.at ercycle)$tml

Wednesday $%&% %o. are clo!ds #ormedD (ctivity' ,ead <7lo!dy +it$ a 7$ance o# 9eatballs= by H!di Iarrett) %a0e st!dents .rite narrati0es abo!t t$eir #a0orite type o# precipitation #alling #rom t$e s5y) *ac$ st!dent s$o!ldpic5 a clo!d type and .rite abo!t a typical day #rom t$e clo!d1s perspecti0e) 3or eFample/ a

"hursday $%&% +$at is t$e .ater cycleD (ctivity' St!dents c$oose acti0ity to complete? Demonstrate compre$ension o# .ater cycle by creating a narrati0e t$at ill!strates t$e Go!rney o# a drop o# .ater/ St!dents eFplain2G!sti#y .$et$er t$ey t$in5 one part

#riday $%&% +$at is t$e .ater cycleD (ctivity' St!dents c$oose acti0ity to complete? Demonstrate compre$ension o# .ater cycle by creating a narrati0e t$at ill!strates t$e Go!rney o# a drop o# .ater/ St!dents eFplain2G!sti#y .$et$er t$ey t$in5 one part o# t$e .ater cycle is more important t$an t$e ot$er/ Create and have students

life6 (ctivity' As st!dents enter t$e classroom/ $and t$em .ads o# balled !p paper/ clay/ #ood coloring/ dar5 li4!id/ and ot$er miscellaneo!s tras$ items) +al5 aro!nd .it$ a $!ge b!c5et o# <#res$= .ater) As5 st!dents to eFamine t$e .ater inside) Tal5 abo!t .$at is seen) Start .al5ing aro!nd and $a0e st!dents t$ro. items into t$e b!c5et) +$at is $appening to t$e #res$.ater a0ailabilityD +$y is it diminis$ingD %a0e st!dents c$art2list .ays #res$.ater a0ailability is c$anging) +$at are .ays .e can pre0ent #res$.ater #rom becoming poll!tedD 7$art responses on board) "ech )esource' 6*+S (6ASA *nergy and +ater 7ycle)...)nasane.s)org2images2.aterKe nergyKlg)Gpg

identify the ty!e of clouds they sa outside. (ctivity' 7reate clo!ds in Gars) Dra. and eFplain di##erent types o# clo!ds (7irr!s/ 7!m!lonimb!s/ and Strat!s) !sing paint and cotton balls) "ech )esource' +eat$er +i: 'ids...).eat$er.i:5ids)com (ssessment' 7ompleted clo!d pict!res) St!dents s$are .it$ one anot$er)

strat!s clo!d co!ld tal5 abo!t $angingaro!nd close to $is #riend t$e eart$ all day and .atc$ing t$epeople r!n #rom place to place) T$e teac$er .o!ld be loo5ing#or t$e disting!is$ing c$aracteristics o# t$e clo!d types disc!ssedin class) Anot$er .ay to assess t$is lesson .o!ld be to go o!tsideand $a0e t$e st!dents decide .$at clo!ds t$ey see in t$e s5y) T$is can be contin!ed t$ro!g$o!t t$e .ee5 .it$ t$e st!dents 5eeping a clo!d Go!rnal) "ech )esource' 'id Lone3!n 3acts #or 'ids...)5id:one).s2.ater

o# t$e .ater cycle is more important t$an t$e ot$er/ Create and have students sing their water cycle songs, Design a game to help you remember the parts of the water cycle, or Investigate a local water cycle) Ad0anced st!dents .ill !tili:e t$in5 tac toe to complete t$e acti0ities) "ech )esource' "nteracti0e +eat$er #or 'ids$ttp?22...)t$e.eat$erc$a nnel5ids)com +eat$er +i: 'ids...).eat$er.i:5ids)com 'id Lone- 3!n 3acts #or 'ids...)5id:one).s2.ater T$e +ater 7ycle- +ater Science #or Sc$ools$ttp?22ga).ater)!sgs)go02ed !2.atercycle)$tml 6*+S (6ASA *nergy and +ater 7ycle)- ...)nasane.s)org2images2.aterKen ergyKlg)Gpg

sing their water cycle songs, Design a game to help you remember the parts of the water cycle, or Investigate a local water cycle) Ad0anced st!dents .ill !tili:e t$in5 tac toe to complete t$e acti0ities) "ech )esource' "nteracti0e +eat$er #or 'ids$ttp?22...)t$e.eat$erc$annel5i ds)com +eat$er +i: 'ids...).eat$er.i:5ids)com 'id Lone- 3!n 3acts #or 'ids...)5id:one).s2.ater T$e +ater 7ycle- +ater Science #or Sc$ools$ttp?22ga).ater)!sgs)go02ed!2.at ercycle)$tml 6*+S (6ASA *nergy and +ater 7ycle)- ...)nasane.s)org2images2.aterKenergyK lg)Gpg (ssessment' Per#ormance Acti0ities

(ssessment' Per#ormance Acti0ities *nit $xam the following !onday+

Technolog !esources for unit: "nteracti0e +eat$er #or 'ids- $ttp?22...)t$e.eat$erc$annel5ids)com +eat$er +i: 'ids- ...).eat$er.i:5ids)com 'id Lone- 3!n 3acts #or 'ids- ...)5id:one).s2.ater T$e +ater 7ycle- +ater Science #or Sc$ools- $ttp?22ga).ater)!sgs)go02ed!2.atercycle)$tml 6*+S (6ASA *nergy and +ater 7ycle)- ...)nasa-ne.s)org2images2.aterKenergyKlg)Gpg 9y Science IoF (%ands-on science c!rric!l!m #or t$e ad0ent!ro!s teac$er)-...)myscienceboF)org2.atercycle2bac5gro!nd T$e +ater 7ycle Presentation by Iridgette 6icole- $ttp?22...)slides$are)net2bridgettenicole2t$e-.ater-cycle-presentation-124MN4M

Pre-Test? +ater 7ycle 6ameKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKDateKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKK !ultiple ,hoice 1) +ater #ree:es at KKKK 7) a) -22 b) B 2) At 1BB7/ .ater KKKK) a) #ree:es b) #orms ice 3) "ce is .$ic$ #orm o# .aterD a) li4!id b) solid

c) E> d) 1BB

c) boils d) eFists in t$e atmosp$ere c) gas d) not$ing

4) +ater e0aporates #rom oceans and la5es and rises into *art$Os atmosp$ere as .ater KKKK) a) $eat c) ,ain drops b) 0apor d) 7lo!ds

"rue #alse E) T$e t$ree states o# matter are solid/ li4!id/ and .ater 0apor)KKKKKKK >) T$e components t$at ma5e !p t$e .ater cycle are e0aporation/ condensation/ and precipitation) KKKKK A) T$e #o!r types o# precipitation are $ail/ sleet/ rain/ and #og) KKKKK !atching' ,hoose one word from the box to answer numbers --./% *0aporation 7ondensation Precipitation

M) T$is process in0ol0es .ater 0apor c$anging bac5 to a li4!id #orm)KKKKKKKKKKKKKKKKK N) T$is process in0ol0es t$e $eat o# li4!id c$anging it to .ater 0apor)KKKKKKKKKKKKKKKKKKK 1B) 7ondensed clo!ds are #!ll o# li4!id and #all bac5 to t$e eart$) KKKKKKKKKKKKKKKKKK 0hort (nswer 11) *Fplain $o. are clo!ds #ormed)

12) +$y is t$e gro!nd .et in t$e mornings i# it ne0er rained t$e nig$t be#oreD

Tests P C!i::es
Water ,ycle &uiz 1) *Fplain $o. clo!ds are #ormed)

2)

*Fplain t$e role o# t$e s!n in t$e .ater cycle)

3)

%o. can rain become part o# t$e .ater cycle againD

4)

S!ppose yo! are ta5ing a $ot s$o.er) t$ereD

o! notice t$at t$e mirror in t$e bat$room $as .ater on it) %o. do yo! t$in5 t$e .ater got

+ater 7ycle C!i: (9odi#ied)

1)

2)

3)

4)

7lo!ds are #ormed t$ro!g$ .$ic$ process o# t$e .ater cycleD a) Precipitation b) *0aporation c) 7ondensation d) Transpiration *nergy to #!el t$e .ater cycle is prod!ced byKKKKKKKKKKKKKKKK) a) *lectricity b) T$e s!n c) T$e moon d) 7lo!ds %ail is an eFample o# .$ic$ process o# t$e .ater cycleD a) Precipitation b) *0aporation c) 7ondensation d) Transpiration +ater on t$e o!tside o# a can o# soda is an eFample o# .$ic$ process o# t$e .ater cycleD a) Precipitation b) *0aporation c) 7ondensation d) Transpiration

0tates of !atter &uiz 1) "n yo!r o.n .ords/ de#ine matterD 2) 6ame t$e t$ree states o# matter and gi0e an eFample o# eac$)

3) +ater #ree:es at .$at temperat!reD

4) *Fplain .$y an ice c!be is a solidD

E) +$at $appens .$en t$e temperat!re o# .ater reac$es 1BB degrees 7elsi!sD

0tates of !atter &uiz 1!odified2 1) T$e t$ree states o# matter are solid/ li4!id and KKKKKKKKKKKKKKKKKKKKK) 2) +ater #ree:es at .$ic$ temperat!reD a) NB degrees 7elsi!s b) 32 degrees 7elsi!s c) B degrees 7elsi!s d) 1B degrees 7elsi!s 3) T$e process by .$ic$ .ater t!rns #rom a li4!id to a gas is calledKKKKKKKKK) a) 7ondensation b) *0aporation c) +ater 0apor d) +ater cycle 4) +$ic$ o# t$ese describes a c$ange #rom a li4!id to a solidD

a) 9elting sno. b) 9a5ing ice c!bes c) 7r!s$ing ice d) 7atc$ing rain in a b!c5et E) %o. can .ater c$ange #rom a li4!id bac5 to its solid #ormD a) 9elting b) 3ree:ing c) 7r!s$ing d) Drying

6ameKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKDateKKKKKKKKKKKKKKKKKKKKKKKKKKK Science Unit 1 Test? +ater 7ycle 7$oose t$e best ans.er #or eac$ 4!estion) T$en circle t$e letter o# t$e ans.er yo! $a0e c$osen) !ultiple ,hoice' ,ircle the correct answer for each question statement% 1) Sno. #alling #rom t$e s5y is 5no.n as a) 7ollection b) *0aporation c) Precipitation d) 7ondensation 2) 'eri p!ts ice $er drin5 on a $ot day) T$e $eat .ill ca!se t$e ice to a) 9elt b) 3ree:e c) 7ondense d) *0aporate De. #orms .$en .ater 0apor condenses) +$ic$ o# t$e #ollo.ing #orms t$e same .ayD a) "ce b) Sno. c) 3rost d) 7lo!ds

3)

Use t$e diagram to ans.er 4!estion 4) 4) +$at process is s$o.n in #2D a) 7ollection b) *0aporation c) Precipitation d) 7ondensation

E)

Amy notices t$at ice $as #ormed on t$e top o# some p!ddles o!tside) S$e can in#er t$at t$e temperat!re o!tside m!st be a) B degrees 7elsi!s or lo.er b) 1B-2B degrees 7elsi!s c) 32-M2 degrees 7elsi!s d) 1BB degrees 7elsi!s

Use t$e diagram #or 4!estions >-A) >) +$at is !30" li5ely t$e temperat!re o# t$e .ater in t$e 5ettleD a) B degrees 7 b) 1B degrees 7 c) 32 degrees 7 d) 1BB degrees 7 +$at part o# t$e .ater cycle is !30" li5e t$e steam o0er t$e pot o# boiling .aterD a) ,ain b) Sno. c) +ater 0apor d) 7lo!d "# an ice c!be is placed on t$e sto0e/ it .ill a) T!rn #rom a gas to a li4!id b) T!rn #rom a solid to a gas c) T!rn #rom a li4!id to a solid d) T!rn #rom a solid to a li4!id +$at type o# precipitation .o!ld yo! eFpect i# it is B degrees 7elsi!s o!tsideD a) "ce b) Sno. c) ,ain d) Sleet

A)

M)

N)

1B) +$at is t$e c$ange #rom .ater 0apor to .ater calledD a) condensation b) e0aporation c) precipitation d) collection 11) +$at is t$e so!rce o# energy t$at ma5es .ater e0aporateQ e) +ind #) Precipitation g) S!nlig$t $) 7lo!ds !atching' !atch each definition with its correct letter or word% (% water cycle 5% evaporation ,% condensation 4% precipitation $% temperature #% water vapor

12) T$e process by .$ic$ a li4!id c$anges into a gas- s!n $eats !p .ater #rom ri0ers la5es/ and oceans and t!rns t$e li4!id into a gas) KKKKKKKK 13) T$e gaseo!s #orm o# .ater is called

KKKKKKKK) 14) T$is process occ!rs .$en .ater 0apor cools and t!rns into a li4!id to #orm clo!ds) KKKKKKKKK 1E) +$en .ater #alls to t$e gro!nd as rain/ $ail/ sleet/ or sno./ it is 5no.n as KKKKKKKK) 1>) %o. $ot or $o. cold somet$ing is 5no.n as KKKKKKKK) 0hort answer' (nswer each question in complete sentences with as much detail as necessary% 1A) Describe $o. clo!ds #orm)

1M) P!ddles o#ten #orm d!ring a rainstorm/ b!t a#ter a day or t.o/ t$e p!ddles are gone) *Fplain .$at $appens to t$e .ater)

1N) %o. can yo! c$ange .ater in its solid #orm to a li4!idD

2B) S!ppose yo! are ta5ing a $ot bat$) t$ereD

o! notice t$at t$e mirror in t$e bat$room $as .ater on it) %o. do yo! t$in5 t$e .ater got

)ubric for 6arrative Writings

,ategory Writing :rocess $xceeds' 7 points St!dent de0otes a lot o# time and e##ort to t$e .riting process (pre.riting/ dra#ting/ re0ie.ing/ and editing)) +or5s $ard to ma5e t$e story .onder#!l) T$e entire story is related to t$e assigned topic and allo.s t$e reader to !nderstand m!c$ more abo!t t$e topic) T$e story is 0ery .ell organi:ed) &ne idea or scene #ollo.s anot$er in a logical se4!ence .it$ clear transitions) All #acts presented in t$e story are acc!rate) T$e story contains many creati0e details and2or descriptions t$at "arget' 8 points St!dent de0otes s!##icient time and e##ort to t$e .riting process (pre.riting/ dra#ting/ re0ie.ing/ and editing)) +or5s and gets t$e Gob done) 9ost o# t$e story is related to t$e assigned topic) T$e story .anders o## at one point/ b!t t$e reader can still learn somet$ing abo!t t$e topic) T$e story is pretty .ell organi:ed) &ne idea or scene may seem o!t o# place) 7lear transitions are !sed) Almost all #acts presented in t$e story are acc!rate) T$e story contains a #e. creati0e details and2or descriptions t$at *nacceptable' . point St!dent de0otes $ardly any time and e##ort to t$e .riting process and .as not 0ery t$oro!g$) 9our 0core

;;;;; 7

#ocus on (ssigned "opic

6o attempt $as been made to relate t$e story to t$e assigned topic) KKKKK23

3rganization

"deas and scenes seem to be randomly arranged) T$ere are se0eral #act!al errors in t$e story) T$ere is little e0idence o# creati0ity in t$e story) T$e a!t$or does

KKKKK23

(ccuracy of #acts ,reativity

;;;;; 7

;;;;; 7

0etting

contrib!te to t$e readerROs enGoyment) T$e a!t$or $as really !sed $is imagination) 9any 0i0id/ descripti0e .ords are !sed to tell .$en and .$ere t$e story too5 place) &riginal ill!strations are detailed/ attracti0e/ creati0e and relate to t$e teFt on t$e page) Title page $as a grap$ic or #ancy lettering/ $as t$e title/ a!t$orOs name/ ill!stratorROs name/ and t$e year) T$e main c$aracters are named and clearly described in teFt as .ell as pict!res) 9ost readers co!ld describe t$e c$aracters acc!rately) T$ere is an appropriate amo!nt o# dialog!e to bring t$e c$aracters to li#e and it is al.ays clear .$ic$ c$aracter is spea5ing)

<llustrations

"itle :age

contrib!te to t$e readerROs enGoyment) T$e a!t$or $as !sed $is imagination) Some 0i0id/ descripti0e .ords are !sed to tell t$e a!dience .$en and .$ere t$e story too5 place) &riginal ill!strations are some.$at detailed/ attracti0e/ and relate to t$e teFt on t$e page) Title page $as t$e title/ a!t$orROs name/ ill!stratorROs name/ and t$e year) T$e main c$aracters are named and described) 9ost readers .o!ld $a0e some idea o# .$at t$e c$aracters loo5ed li5e) T$ere is too m!c$ dialog!e in t$is story/ b!t it is al.ays clear .$ic$ c$aracter is spea5ing)

not seem to $a0e !sed m!c$ imagination) T$e reader $as tro!ble #ig!ring o!t .$en and .$ere t$e story too5 place) "ll!strations are not present &, t$ey are not original) Title page $as #e.er t$an 3 o# t$e re4!ired elements)

;;;;; 7

;;;; 7

;;;;; 7

,haracters

"t is $ard to tell .$o t$e main c$aracters are) ;;;;; 7

4ialogue

"t is not clear .$ic$ c$aracter is spea5ing) ;;;;; 7

0pelling and :unctuation

&uality of Work

T$ere are no spelling or p!nct!ation errors in t$e #inal dra#t) 7$aracter and place names t$at t$e a!t$or in0ented are spelled consistently t$ro!g$o!t) T$e #inal dra#t o# t$e story is readable/ clean/ neat and attracti0e) "t is #ree o# eras!res and crossed-o!t .ords) "t loo5s li5e t$e a!t$or too5 great pride in it)

T$ere is one spelling or p!nct!ation error in t$e #inal dra#t)

T$e #inal dra#t $as more t$an 3 spelling and p!nct!ation errors) ;;;;; 7

T$e #inal dra#t o# t$e story is readable/ neat and attracti0e) "t may $a0e one or t.o eras!res/ b!t t$ey are not distracting) "t loo5s li5e t$e a!t$or too5 some pride in it)

T$e #inal dra#t is not neat or attracti0e) "t loo5s li5e t$e st!dent G!st .anted to get it done and didnROt care .$at it loo5ed li5e)

;;;;; 7

;;;;; 7= :oints :ossible #inal >rade;;;;;;;

Precipitation (e0els 3or eac$ day/ .rite t$e amo!nt o# precipitation t$at #ell) 9onday T!esday +ednesday

____Inches ____Inches ____Inches

T$!rsday 3riday

____Inches ____Inches

&n t$e grap$ belo./ grap$ t$e precipitation le0els #or eac$ day t$is .ee5) 9a5e s!re to add labels to t$e grap$) A "nc$es > "nc$es E "nc$es 4 "nc$es 3 "nc$es 2 "nc$es 1 "nc$ B "nc$es 9onday Ans.er t$e #ollo.ing 4!estions? 1) +$ic$ day $ad t$e $ig$est amo!nt o# precipitationD KKKKKKKKKKKKKKKT$e leastD KKKKKKKKKKKKKKK 2) %o. m!c$ more precipitation #ell on T!esday t$an on T$!rsdayD KKKKKKKKKKKKKKKK 3) Do yo! see any patterns .it$ respect to t$e precipitation le0elsD *Fplain) 4) 7reate a 4!estion t$at can be ans.ered by !sing t$e data #rom t$e grap$) T!esday +ednesday T$!rsday 3riday