*evaporation

*condensation

*precipitation

*groundwater

1.02 Select key vocabulary critical to the text and apply appropriate meanings as necessary for comprehension.

1.04 Use word reference materials (e.g., glossary, dictionary, thesaurus, on-line reference tools) to identify and comprehend unknown words.

3.06 Conduct research (with assistance) from a variety of sources for assigned or self-selected projects (e.g., print and non-print texts, artifacts, people, libraries, databases, computer networks).

2.1 Use technology tools to collect, analyze, and display data. (SI)

3.6 Participate in curriculum-based telecommunications projects as a class activity. (T)

Big Ideas:

Objectives:

1. TSW identify what is already known about water and the water cycle.
2. TSW create questions they have about the water cycle.
3. TSW identify where they can find the information wanted about the water cycle.
4. TSW recognize the importance of the water cycle.

Multiple Intelligences:

1. interpersonal- class discussion, sharing of ideas on what is already known about the water cycle in groups, pairing during Webquest
2. visual/spatial- the organization of the KWHL chart that will last throughout the unit as a reference; the graphics on the Webquest

Universal Design:

EC- the organization of the Webquest Worksheet will guide them through the information; they will also be paired with more proficient students to work on finding all the answers; a revised worksheet that has matching was made for some students

EC- on the Webquest, there is an option of "simple definitions" of the vocabulary so that all students can benefit from an easier explanation

ESL- there are many graphics to aid in understanding the content; there is also one option of the water cycle explained in Spanish (I only have Spanish speaking students in my class, there were other language options as well).

Materials: butcher paper, pre-made questions for KWHL, tech cart, Task Card #1, Webquest worksheets

Procedure:

1. Over 97% of the water on our earth is salt water because most of the water we have is in the ocean or is in salt water lakes. (use a globe to illustrate how much of our world is covered in water, then specifically ocean or sea water) I was talking to Ms. Moyers, a first grade teacher, and one of her students didn’t understand how we have freshwater to drink and bath in. Her students are too young to be able to read about the water cycle because it has big vocabulary words. I told Ms. Moyers that you would do the research for her class and present it in a fun way for her first graders to understand.
2. So we have to be scientists and investigate and research about the water cycle. First, we are going to talk about what we already know and what we need to learn about the water cycle. Then we will know where to start on our research!
3. I will start filling out "know" column of the KWHL chart by student suggestions. (I have an already prepared chart of things I want them to realize they know as well as some questions I want on the chart). I’m sure many questions will be thought of as soon as some of the "know" statements are there.
4. I will move onto the "how" part of the chart to write out resources. I will explain to students that soon we hope to be filling out the "what we’ve learned column" after we’ve begun our research.
5. I will use the suggestion of the internet to lead into their Webquest.
6. The first resource as scientists they will use is the Webquest. I will hand them all Task Cards for instructions for the Webquest. They will have to fill out the guided worksheet to give them focus on what I want them to learn. The worksheet has questions that lead them to the big ideas of the unit. They will be working with partners I have assigned for them based on ability level.
7. I will give students 30 minutes to work on the Webquest. I will walk around helping students with questions or computer troubles. If they are not finished, I will allow for them to complete it the following day.

Assessment:

I will ask students if they feel like they have already learned a good deal about the water cycle. "thumbs up if yes"

I will then ask students to pick a question from the "W" section of the KWHL chart they can now answer. They will write the question and answer for me on a sheet of paper and turn it in. I will ask for student volunteers to say the question they picked and the answer they have.

(The Webquest worksheet is also an assessment of what the students have learned.)

Reflection (Day 1):

Last Thursday I went to the school to observe Ms. Bateman’s class. I also signed up for when I needed the tech cart and looked in their library for books on the water cycle I might be able to use.

Today didn’t go according to plan because during my assigned teaching time, DARE instruction was being held. So instead of doing both the KWHL chart and the Webquest, I was just able to fit in the KWHL chart after lunch and changed my sign-ups for the tech cart. The students seemed excited about the unit, especially when I explained that they would be presenting the information in skit or song form to the first graders. A couple of the very advanced students already knew a great deal about the water cycle. When I was leading students to some of my pre-made questions in the "what" column, they already knew the answer. I sensed that it was only a couple of them that knew this information. For some of the questions I still led it to be in the "what" column by re-wording it in some way and other information I put in the "know" column.

I was really glad that I already had a pre-made chart to lead students into ideas. Most of the students didn’t seem to have enough background knowledge to be able to make up questions on their own. If I hadn’t made up some questions, I might have been just standing there blankly waiting for them to have ideas. I was impressed by their many ideas for sources of information. I wasn’t sure that they would think of the many possibilities for research since they have primarily used just encyclopedias or the textbook. I didn’t have to spark any ideas for this section of the chart. I’m looking forward to tomorrow when we get into the real content of the unit! I think the KWHL chart wet their appetites and led into the use of the Internet for tomorrow’s research!

Reflection (Day 2):

I was very concerned when I arrived today about if the students would be able to complete the Webquest. My teaching time did not begin until 10:40 and someone had signed up for the tech cart at 11:00. Ms. Bateman was especially helpful today in the rush for time. She walked around the room to help students and tried to give me as much time as possible before we released the students for lunch. I explained to students that their time was limited and they would have to work quickly. The person who signed up for the tech cart following me was willing to give the students extra time, which was especially helpful. They were able to use the tech carts until 11:15. This amount of time gave most of the students ample time to fill out their Webquest worksheets. I am glad that I had a story about "Drippy the Raindrop" as a fun site to view if students had time. Students who had been able to work through the Webquest faster than others were able to view this site. I also had a revised version of the Webquest worksheet designated for a student who has difficulty with some of his fine motor skills. He was able to match the definitions rather than write them all out. When another ESL student joined our class late, I gave him a copy of the revised worksheet so that he could catch up with the other students easily. I was really glad that I had this other version of the worksheet even though I wanted most of the students to write out the full definition of the important vocabulary words.

All the students seemed excited to be using the Internet. They really seemed to enjoy the movie about the water cycle on BrainPop. Some of the ESL students seemed especially appreciative of the water cycle explained in Spanish on the Webquest. I felt that I incorporated diverse needs through my Webquest by offering all of these alternatives! The partnering of students also worked well. Students sitting next to each other were paired and they shared the computer. The partnering helped when any of the students had difficulties due to the computer skills needed or the content. They were all engaged and working together.

During the assessment students excitedly put their thumbs up about having felt they had learned about the water cycle today. I also decided to go over the answers for 6-13 on their Webquest worksheets. I felt this would reinforce the information for students and allow a few of the students who had a couple of answers missing to get the information necessary. I had students give me the answers and then I would clarify the information with some of my own thoughts or asking follow-up questions. I then had the students pick a question from the "what" section of our KWHL chart that they could now answer. I had them write their answer on the Task Cards I gave them and they turned them into me. I’m excited about how well my unit is going so far and looking forward to my next lessons!