views of water on earth amber penfield edu 327: teaching to the standards spring 2011 1
TRANSCRIPT
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VIEWS OF WATER ON EARTH
AMBER PENFIELD EDU 327: TEACHING
TO THE STANDARDS SPRING 2011
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Learning Experience Focus Question
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The focus question of this learning experience are:
How does the water cycle impact our lives?
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Baker Victory Academy 3
Located in South Buffalo Baker Victory Services Cooperating Teacher: Kelly
Schmitt K-12 6:1:1 classrooms Behavior Problems
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Grade Level/Ability of Students
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The work was completed by students in a fifth grade classroom in an urban school district.
6 students total 1 girl 5 boys 6 students receive consultant teacher
services 1 student receive speech 1 student receive ESL services
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Time Frame5
Eight 30 – 40 minute sessions This learning experience takes more time to
prepare before teaching than during or after. The pre-planning includes gathering all
student materials, and creating student work packets.
Daily planning includes time to gather materials and grade student work.
After the learning experience time will be needed to look at student results and grade Water Cycle Assessment Diagrams.
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Objectives6
Overview of what students need to know and be
able to do to succeed:
Prior to Learning Experience Demonstrate an understanding of graphic organizers Demonstrate an ability to work with peers Demonstrate an ability to follow directions
During and After the Learning Experience Share personal ideas about water on earth with the
whole group Label illustrations/diagrams Make and record observations of experiments
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Essential Question7
Essential Question: How does the water cycle impact our lives?
Guiding Questions: Approximately what percent of Earth is not covered by the
hydrosphere? What are the main parts of the water cycle? Where does evaporation take place? Where does condensation take place? What is a runoff?
Diagnostic Questions: Is water a necessity? How do humans respond without water within their lives?
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Enduring Understanding8
The Water Cycle is a process which is constant within the world we live, without it we would not be able to function properly.
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Student’s Tasks
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Day 1 Participate in the Water Cycle Song
anticipatory set Read The Water Cycle Comprehension
Reading The Water Cycle Comprehension Reading
Questions Illustration of Water Cycle Share out of illustrations and answers to
questions
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Developing Student Work10
Developing 68 %
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Proficient Student Work11
Proficient 92 %
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Distinguished Student Work
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Distinguished scored 100 %
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Additional Student Work13
Thematic Unit Connection with all subjects
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NYS Learning Standard: Math, Science and Technology
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MST Standard 4: The Living Environment: Students will understand and apply scientific concepts, principles, and theories pertaining to the physical and living environment and recognize the historical development of ideas in science.
Key Idea 2: Many of the phenomena that we observe on Earth involve interactions among components of air, water, and land.
Performance Indicators: 2.1 Explain how the atmosphere (air),
hydrosphere (water), and lithosphere (land) interact, evolve, and change. p. 28
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Assessments15
Diagnostic Assessments: Vocabulary Pre Test Pre-assessment Formative Assessments: Ticket out the Door QuestionsSummative Assessments: Scoring Rubric for post assessment The Water Cycle post assessment Pre-assessment
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Modification Table
Modification Rationale BenefitEnvironmental
and Management
Preferential seating
Students will be moved to
different seats if disruptive.
Students will be moved away from
distractions.
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Reflections17
Thanks to my peer review group, Mr. Arnold, and my cooperating teacher for all of your assistance in developing my LE !
Thank You!