VIEWS OF WATER ON EARTH AMBER PENFIELD EDU 327: TEACHING TO THE STANDARDS SPRING

Learning Experience Focus Question 2  The focus question of this learning experience are: How does the water cycle impact our lives?

Baker Victory Academy 3  Located in South Buffalo  Baker Victory Services  Cooperating Teacher: Kelly Schmitt  K-12  6:1:1 classrooms  Behavior Problems

Grade Level/Ability of Students 4  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

Time Frame 5  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.

Objectives 6 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

Essential Question 7 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?

Enduring Understanding 8 The Water Cycle is a process which is constant within the world we live, without it we would not be able to function properly.

Student’s Tasks 9 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

Developing Student Work 10  Developing 68 %

Proficient Student Work 11  Proficient 92 %

Distinguished Student Work 12  Distinguished scored 100 %

Additional Student Work 13  Thematic Unit  Connection with all subjects

NYS Learning Standard: Math, Science and Technology 14 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

Assessments 15 Diagnostic Assessments:  Vocabulary Pre Test  Pre-assessment Formative Assessments:  Ticket out the Door Questions Summative Assessments:  Scoring Rubric for post assessment  The Water Cycle post assessment  Pre-assessment

Modification Table ModificationRationaleBenefit Environmental and Management Preferential seating Students will be moved to different seats if disruptive. Students will be moved away from distractions. 16

Reflections 17  Thanks to my peer review group, Mr. Arnold, and my cooperating teacher for all of your assistance in developing my LE ! Thank You!