Breaking down the water cycle:
There is a limitated amount of water on the Earth. This water goes around and around in a cycle that we call the water cycle. There are three main parts to the water cycle. Those are evaporation, condensation and precipitation. The sun shines on the water in lakes, rivers, oceans and other bodies of water heating the water up turning it into steam or vapor. This steam or vapor then floats up into the air forming clouds. In order to form the clouds that vapor or steam is cooled turning it back into a liquid. When the cloud become heavy and are no longer capable of hold all the water it begins to rain or snow depending on the temperature. This is what we call precipitation. So as you can see it is an endless cycle as the picture shows above. Now that you have read this and listened to your teacher and seen some examples you and 3 other classmates will design a story book. This story book should include all three components of the water cycle and what you have learned about it.
Introduction:
What is the water cycle?
Task:
During this teacher led lesson students will take notes and receive handouts about what the water cycle is. As the students actively participate in class discussions they should be taking notes so they can create a story book. Students will be divided up into groups of four. Each student will be responsible for creating 1 to 2 pages for their story book. Students will be given a participation grade for contributing to the in class discussion. Students will also be graded on their story book.
Process:
Teacher will introduce the topic of the water cycle and explain the activites that will go along with the lesson.
Teacher will lead a class discussion with the input of students on what the water cycle is.
Teacher will hand out information sheets that will help students create their story book.
After the lesson is over the teacher will divide the class into small groups of 4. Each student will be responsible for creating 1 to 2 pages of the story book. Book needs to explain what the water cycle is and the main points.
Before creating the story book students will work together to brainstorm ideas and come up with a rough draft.
After the rough draft is turned in and returned the students can begin creating their story book.
Teacher will lead a class discussion with the input of students on what the water cycle is.
Teacher will hand out information sheets that will help students create their story book.
After the lesson is over the teacher will divide the class into small groups of 4. Each student will be responsible for creating 1 to 2 pages of the story book. Book needs to explain what the water cycle is and the main points.
Before creating the story book students will work together to brainstorm ideas and come up with a rough draft.
After the rough draft is turned in and returned the students can begin creating their story book.
Resources:
Story book website:
Evaluation:
Students will be given a participation grade for being activily involved in the class discussion. Students will receive a completion grade based on 10 total points. The rubric they will be graded on is as follows each category is worth 2 points.
Did the student actively help with brain storming and rough drafting?
Did the student create at least one or two pages of the book?
Does the book reflect their understanding for what the water cycle is?
Is the water cycle correctly portrayed in the storybook?
Is the grammar correct?
Teks
Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. Students are expected to:
(A) plan a first draft by generating ideas for writing (e.g., drawing, sharing ideas, listing key ideas);
(B) develop drafts by sequencing ideas through writing sentences;
(C) revise drafts by adding or deleting a word, phrase, or sentence;
(D) edit drafts for grammar, punctuation, and spelling using a teacher-developed rubric; and
(E) publish and share writing with others.
Did the student actively help with brain storming and rough drafting?
Did the student create at least one or two pages of the book?
Does the book reflect their understanding for what the water cycle is?
Is the water cycle correctly portrayed in the storybook?
Is the grammar correct?
Teks
Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. Students are expected to:
(A) plan a first draft by generating ideas for writing (e.g., drawing, sharing ideas, listing key ideas);
(B) develop drafts by sequencing ideas through writing sentences;
(C) revise drafts by adding or deleting a word, phrase, or sentence;
(D) edit drafts for grammar, punctuation, and spelling using a teacher-developed rubric; and
(E) publish and share writing with others.
Conclusion:
Students should understand what the water cycle is. How to create a fun story about an important topic.