Post on 08-Feb-2016
description
The Water Cycle WebQuest
Introduction
Task
Process
Evaluation
Conclusion
Teacher Page
Introduction Hey class! Today we are going to pretend that we are all a
tiny drop of water. We will explore the water cycle and answer some key questions. Where does water come from?
What are all of the different forms that water takes on? What are the different ways the water cycle affects our lives?
Are you ready to see the world from a water droplet’s perspective? Let’s get started!
Click on the water cycle to learn about your task!
TaskWith a partner, you are going to write a
creative story about the water cycle from the perspective of a drop of water. Be sure to include each of the different forms water takes on. After completing your story, you will brain storm at least ten different ways we use water in our everyday lives and create a PowerPoint
to show all of these uses. Hey kids!
Whenever you see me, click to move on!
To see how you will be graded, click on the rain
cloud!
Process Step 1: Click on these links to learn about the water cycle: Water Cycle 1 , Water Cycle 2 , Water Cycle 3 ,VideoStep 2: Complete this worksheet using the information you learned from the discovery website: WorksheetStep 3: Write a short story from a water drop’s perspective. Be sure to use your imagination and discuss all the different forms water takes on. Step 4: Use this chart to help you and your partner brainstorm different uses for water: Chart Step 5: Create a PowerPoint presentation showing the class all of the different ideas you came up with about water usage (Hint: Be Creative!) Step 6: If you finish early, you can play this fun fact game to test your knowledge about water: Fun Fact GameStep 7: You and your partner will present your PowerPoint presentation once the whole class has finished this project.
EvaluationBeginning (1) Developed (2) Accomplished (3) Exemplary (4) Score
Worked Well with Partner
Goofed Off in class or argued instead
of getting work done
Completed some of the work but did not work together
Completed the whole task but did the work separately instead of
as a team
Worked well together, shared all responsibility, and completed all tasks
Completed the Creative
Story
The story is not complete.
The story is complete but is not creative nor does it cover all stages of
the water cycle
The story is complete and covers all stages
of the water cycle but shows no creativity.
The story is complete, covers all stages of the water
cycle, and is creative.
Created a PowerPoint
on Water Usage
The PowerPoint is not complete.
The PowerPoint is complete but does not have at least
then uses of water and shows no
creativity.
The PowerPoint is complete, has at least ten uses of water, but is not
creative.
The PowerPoint is complete, has at least ten uses of
water, and is creative.
Used Available Resources
Did not use any of the available resources to
complete the task.
Used only a few of the resources to
complete the task.
Used all of the resources to
complete the task.
Used all of the resources plus
additional research completed
individually
ConclusionNow that you have completed all the tasks, you are all more aware of where the water we use everyday comes from. But don’t let your learning stop here! Continue to learn and explore the water cycle and
the uses we have for water. Here are some links you can look at:
Thirstin’s Water CycleWater Trivia Facts
Our World of Water
Teacher Page
The Water Cycle WebQuestA WebQuest for 5th Grade Science
Lesson PlanCreated by:Abby Gerst
agerst01@bellarmine.edu
Context
• This lesson relates to the current unit being studying because it covers water in its different forms, how water
circulates on Earth, and how water is continuously reused.
• The students have previously learned about weather and different forms of precipitation which will help them better
understand the different stages of the water cycle. They have also previously learned about Earth’s different bodies
of water.
• Water is an everyday part of all students’ lives. It is important for them to understand where it comes from and the
different ways in which we use water.
Learning Objectives
• As a result of this lesson, students will be able to write a creative story about the different forms that water takes on.
• Students will be able to complete a worksheet about the water cycle.
• Students will be able to create a PowerPoint on the different ways we use water.
Lesson Plan
Program of Studies: Understandings Program of Studies:Skills and Concepts Related Core Content
SC-5-EU-U-1Students will understand that the earth’s water supply has existed since the formation of the planet and is constantly cycled from the ocean to the atmosphere, allowing the same water to be endlessly reused without the creation of new water.
SC-5-EU-S-1Students will investigate how water can change forms yet still be conserved in the water cycle SC-5-EU-S-2Students will create/analyze/explain representations that illustrate the circulation of water (evaporation and condensation) from the surface of the Earth, through the crust, oceans, and atmosphere (water cycle)
SC-05-2.3.1 Students will describe the circulation of water (evaporation and condensation) from the surface of the Earth, through the crust, oceans, and atmosphere (water cycle);
Water, which covers the majority of the Earth’s surface, circulates through the crust, oceans, and atmosphere in what is known as the water cycle.
Standards:
Name: Abby Gerst Date: November 9th, 2011
Age/Grade Level: 10-11/5th grade Number of Students: 25
Number of Students with IEP / 504 plan: 4 Number of Gifted Students: 3
Number of English Language Learners: 2 Subject: 5th Grade Science
Major Content: Earth Science Lesson Length: 8 days
Unit Title: The Water Cycle Lesson Number and Title: #7 The Water Cycle
Resources, Media and Technology
In order to complete this lesson, students will need access to the computer lab. The software that will
be used is Microsoft Office (PowerPoint and Word).
The Internet URLs used in this lesson are:
http://player.discoveryeducation.com/views/hhView.cfm?guidAssetId=087777c8-4ff0-45d2-878f-e7cd90f7ee19
http://www.kidzone.ws/water/
http://www.epa.gov/region7/kids/wtrcycle.htm
http://www.neok12.com/php/watch.php?v=zX73676f0d5a4056514d7606&t=Water-Cycle
http://davidson.k12.nc.us/webquests/weather/the_water_cycle.htm
http://www.caledonia.k12.mi.us/k12resource/webquest2004/waterunit/waysweusewater.html.htm
http://www.epa.gov/safewater/kids/flash/flash_matching.html
http://www.epa.gov/ogwdw/kids/flash/flash_watercycle.html
http://water.epa.gov/learn/kids/drinkingwater/water_trivia_facts.cfm
http://www.extension.umn.edu/distribution/youthdevelopment/components/0328-04.html
Procedures
• The activities involved in this lesson are writing a creative story, creating a PowerPoint, completing a worksheet
that is relevant to the topic, brainstorming ideas in a graphic organizer, and engaging in multiple online
interactive activities. This lesson will use the students’ prior knowledge of weather and Earth’s bodies of water.
This lesson uses a variety of media such as videos, interactive activities and text from the internet to implement
differentiated learning which appeals to each of the different types of learners in the class.
• The activities the students will engage in are as follows:
1. The students will explore the different websites provided to them in step one. They should have approximately
the first half of their class time on day one to do this.
2. The students will complete the worksheet that the link in step two provides for them. They can take the second
half of their class time on day one to complete this.
3. The students will work with a partner to write a creative short story about the water cycle. They should write this
story from the perspective of a drop of water. Students will be given three days to work on their stories.
4. The students will use a graphic organizer to brainstorm ideas about the different ways in which we use water
every day. They should be given approximately a half an hour to complete this chart.
5. Students will create a PowerPoint presentation using the ideas they brainstormed in their graphic organizers.
They will have the rest of class after completing the graphic organizer as well as one additional day. If they finish
early, they can explore the extra links provided to them at the end of the lesson.
6. Once all students have completed their PowerPoints, each group will present their slideshows to
the rest of the class. This should take about two days.
Objective / Assessment Organizer
Objective Number
Type of Assessment Description of Assessment Adaptations and/or Accommodations
Objective 1 Informative Students will complete a worksheet on the water cycle. Extra time provided for IEP/ESL students. Extra resources provided for gifted students.
Objective 2 Informative Students will write a creative story detailing the life of a drop of water.
Extra time provided for IEP/ESL students. Extra resources provided for gifted students.
Objective 3 Informative Students will complete a PowerPoint on the different ways in which we use water every day.
Extra time provided for IEP/ESL students. Extra resources provided for gifted students.
Objective 4 Formative Students will give a presentation their PowerPoints for the teacher as well as the rest of the class.
Extra time provided for IEP/ESL students. Extra resources provided for gifted students.
Assessment Plan
• Accommodations for students that are ESL learners are giving them extra time to complete the task and personally assisting them should they need extra help.