A SSURE Model Instructional Plan “The Water Cycle!”

Krystle Lynn S. DeVera 5th Grade

Science, Fine Arts, Computer 1 hour

Analyze Learners 1. 18 students 2. 9 males/ 9 females 3. Ages 10-11 4. Mental, Social, Physical, Social Notes such as:

Disabilities: Auditory Impairment Learning Differences: High and low achievers Cultural Ethnic Notes: Multicultural

5. Reading levels: high, average, and low 6. Learning Styles (Estimate % of Students)

Visual: 40% Auditory (Aural): 25% Kinesthetic (Hands On): 35%

State Objectives

Students will recall different parts of the story by responding to teacher’s oral questions.

Students will sequence the story in order in the activity sheet based on “The Adventures of Randy the Raindrop.”

Students will define the different stages of the water cycle. (precipitation, evaporation, and condensation)

Students will identify the different parts of the water cycle by creating a poster.

Students will label the phases of the water cycle. Students will create a multimedia presentation about the water cycle.

Select Media, Materials, and Methods All media and materials needed for the lesson are listed, and are lesson appropriate.

Computer with internet access

printer presentation software,

such as PowerPoint and KidPix

LCD projector hooked to laptop

Laptop Markers

Crayons Colored pencils Scissors Construction paper Glue Hot plate Water Cotton balls Colored blue rice

*Handouts and presentations/videos geared and appropriate for Auditory Impairment student

Utilize Media, Materials, and Methods Using different types of media and materials:

Teacher will use LCD to project laptop desktop on screen or white board. Teacher will introduce a story through PowerPoint: “The Adventures of

Randy the Raindrop.” Teacher will review the students “The Water Cycle” by presenting them a

video through http://www.authorstream.com Creating a diagram/web on the program KidPix, the students will label and

describe each stage of the water cycle. Students will also view short video clips of the water cycle in action. Using the internet, students will investigate the processes of evaporation,

condensation, and precipitation. Students will create their own circle diagram of the water cycle using the

circle plot creator online . Students will develop hands-on by manipulating with the different kinds of

materials listed above while creating a poster depicting the water cycle. Teacher will record students while they dance and participate in the “Water

Cycle” song.

Require Learner Participation Introduction: Teacher will introduce the story: “The Adventures of Randy the Raindrop” through PowerPoint. Teacher will first ask what they think the story will be about. (Accept all responses and say, “Let’s find out!”) Then, the teacher will begin the story. (Note: Preferred if teacher memorizes the story when presenting)

Adventures of Randy the Raindrop Randy the raindrop was part of this puddle of water.

The heat from the sun made him warmer. So up Randy went into the big sky.

Listen to this story and I’ll explain why. You see, Randy the raindrop’s home was a cloud,

the heat from the sun made him big, strong, and proud! He got bigger and bigger until one day - Oh My!

He fell through the floor of his house in the sky! Randy was scared, then he noticed more raindrops falling,

"Hey Randy, isn't this fun?" they were calling. Then onto a leaf with a splash Randy fell,

and what happened next is a strange thing to tell. Randy was made up of water, you know,

a part of him went to help the tree grow. The rest of him went into a puddle so round.

Then the sun came out and shone on the ground. The sun warmed Randy and he started to change, He became water vapor - My isn't that strange?

Little drops of water, too tiny to see, floated into the sky- yes that was Randy!

Randy’s home once again was a cloud in the sky, He was a raindrop once more, but then by and by...

the sun made him bigger and bigger and then.... he fell through the floor of his house once again!

The end

URL to Authorstream story: http://www.authorstream.com/Presentation/kdevera-275305-

adventures-randy-raindrop-krystledevera-ppt-education-powerpoint/

At the end of the story, the teacher will ask the students to help in retelling the story while the teacher replays the PowerPoint. Questions to ask: What happened first? Second? And so forth. Where is Randy’s home? How did Randy get bigger? Why was he scared? When Randy and his friends were falling, what is that called? What did Randy fall onto? Why did Randy start to change? What did he change into? Then what happened? Where did he go? What did he change into when he went back into his home? Then what happened? Why? Exploration: Activity 1: Teacher will perform a simple demonstration showing the different stages of the water cycle using a hotplate and pot of water. Water = puddle Cover/lid=cloud Hotplate/heat=sun Drips of water from the lid=rain Activity 2: Teacher will give students a story sequencing activity sheet based on “The Adventures of Randy the Raindrop.”

Generalization: Activity 3: Students will assign a term for each stage of Randy’s adventure through guided discovery through use of the word configuration technique or hangman. Words that they will learn:

Evaporation – When Randy was in the puddle, the sun warmed him and he changed into water vapor and then he floated up into the sky.

Condensation – Randy changed into a Raindrop and his home was a cloud. Precipitation – When Randy and his friends fell from the cloud.

Activity 4: Teacher will then review the students “The Water Cycle” by presenting them a video through http://www.authorstream.com

Water Evaporation: o The sun is warming the surface of the water. o As the water gets warmer it changes and begins to evaporate. o The warm water changes into a gas called water vapor and rises up.

Condensation: o The water vapor cools down and forms clouds.

Precipitation: o When a cloud gets full it begins to rain.

URL to Authorstream story: http://www.authorstream.com/Presentation/kdevera-275252-water-cycle-krystledevera-education-ppt-powerpoint/

Teacher will explain to students that they will use this information to create their own circle diagram of the water cycle using the circle plot creator online. Teacher will instruct students to make their own water cycle. First, students will have to type the words “The Water Cycle” into the title field and type their name. Next, the teacher will demonstrate how to use the circle plot diagram. Remind them that they can use the words from the story, video, PowerPoint, and other resources to help fill it in. Teacher will circulate and assist students. When students are done, assist them to print out their diagrams. Ask them to draw and color the steps of the water cycle on their diagrams.

Application: Activity 5: Teacher will introduce the “The Water Cycle” song.

(Sang to the tune of, “She'll be coming around the mountain.”)

Water travels in a cycle, yes it does (use pointer finger to make a big circle)

Water travels in a cycle, yes it does

(repeat finger circle)

It goes up as evaporation (moves hands up to the sky

Forms clouds as condensation

(make a cloud overhead with arms)

Then comes down as precipitation, yes it does! (sprinkle with fingers while bringing arms down in front of you)

Activity 6: Students will be divided into 4 groups. Creating a diagram on the program KidPix, the students will label and describe each stage of the water cycle. They will also view short video clips of the cycle in action. Using the internet, they will investigate the processes of evaporation, condensation, and precipitation and create a poster depicting the water cycle with the given materials. When students present, they will be video recorded. Ask students: What did you create?

What materials did you use to make rain? clouds? sun? and so forth. Why is that labeled as evaporation? condensation? precipitation?

Extension (follow-up activity): Students will create a multimedia slideshow presentation and a newsletter that accurately describe the water cycle. They present the slideshows to the class and deliver the newsletter to their families.

*Auditory Impairment students: Student with Auditory Impairment (AI) will be provided hard copies of the lecture notes so he or she can follow along. Same goes for the PowerPoint presentations and video slides. The teacher will make available hard copies. Also with audio embedded in the presentation itself for the video presentations. He or she can also use the computer to provide assistance. For the Randy the Raindrop video, teacher will put the story on the bottom of each slide so students can read along. Evaluate & Revise Student Performance Students will be evaluated on how well they worked with their groups. The teacher will observe and go around the room and see how they work together in groups. Group Name_______________________________

Name of Student____________________________ CATEGORY 3 2 1

Research and Gather Information

Collects a great deal of information that relates to topic.

Collects some basic information – most relates to topic.

Does not collect any information that relates to topic.

Share Information

Shares all information with the group.

Shares some information with the group.

Does not share information with the group.

Listens to Others Always listens to group members’ ideas or opinions.

Usually listens to group members’ ideas or opinions.

Does not listen to group members’ ideas or opinions.

Fulfills Duties of the Team

Completes all of the assignments on time.

Completes most of the assignments on time.

Does not finish assignments on time.

This will also be seen in their oral presentations about the water cycle

poster they created. Open-ended questions students might have.

The Water Cycle Activity Sheet will be graded according to the number of correct answers. The Water Cycle Poster and Diagram will be assessed for accuracy of labeling. The multimedia presentation will be assessed using a rubric (shown below).

Assessment for Presentation of the Water Cycle CATEGORY 4 3 2 1 Presentation Well-

rehearsed with smooth delivery that

holds audience attention.

Rehearsed with fairly smooth delivery that

holds audience attention most

of the time.

Delivery not smooth, but able

to maintain interest of the

audience most of the time.

Delivery not smooth and

audience attention often

lost.

Requirements All requirements are met and exceeded.

All requirements

are met.

One requirement was not

completely met.

More than one requirement

was not completely met.

Content Covers topic in-depth with details and examples. Subject

knowledge is excellent.

Includes essential

knowledge about the

topic. Subject knowledge

appears to be good.

Includes essential

information about the topic but there are 1-2

factual errors.

Content is minimal OR there are

several factual errors.

Organization Content is well organized using headings

or bulleted lists to group

related material.

Uses headings or bulleted

lists to organize, but the overall

organization of topics appears

flawed.

Content is logically

organized for the most part.

There was no clear or logical organizational structure, just lots of facts.

Media Effectiveness

Did the hands-on materials promote learning? Was it helpful for kinesthetic learners? visual learners?

Did the activity sheet and oral questions promote classroom discussion? Did the computer effectively help students understanding of the activity?

Instructor Performance

Did the lesson run smoothly? Was it well-planned? Did the class respond well to the lesson? Were the learning objectives achieved? Could the lesson be improved in the future?