The Water Cycle

Author: Clay Ledford  2/12/2007 6:41:00 PM EDT		 TaskStream - Tools of Engagement

VITAL INFORMATION
Subject(s):
Language Arts (English), Library/Information Sciences, Research, Science, Technology
 
Topic or Unit of Study:
This lesson will study the water cycle.
 
Grade/Level:
1
 
Objective:
1. Students will use a hotlist to research for information on the water cycle.

2. Students will use a hotlist to find pictures of the stages of the water cycle.

3. Students will create a pictorial report by using Kid Pix about the water cycle.
 
Summary:
The students will use the internet to research about the water cycle and then create and present a Kid Pix movie about the water cycle.
 
IMPLEMENTATION
Learning Context:
This is the first lesson in the unit about the water cycle.
 
Procedure:
Day 1:
1. View educational "Bill Nye the Science Guy" movie about the water cycle.
2. Discuss the film and discuss what students know about the water cycle.
3. Students go to the computer lab and the school's media specialist will demonstrate how to properly use the hotlist.

Day 2:
1. Students will go to computer lab and use the hotlist to find information and pictures on the water cycle.
2. Go back to classroom and discuss what they found when researching about the water cycle.

Day 3:
1. Students will go to computer lab and work on their Kid Pix presentation.

Day 4:
1. Students will present their Kid Pix movie to the rest of the class.

Day 5:
1. Students finish presenting Kid Pix presentation.
2. Once everyone has presented, I give each child a bottle of water as a treat.
3. Guest speaker, and school nurse Lyndsay Mueller comes into the classroom to discuss the importance of drinking water.
 
Differentiated Instruction:
The school computer lab is set up for individuals with learning disabilities. The classroom aid will assist students with any child with learning disabilities.
 
Sample Student Products:
This lesson has not been taught so there are no student samples.
 
Collaboration:
Students will work collaboratively. Students will work in groups of 2.
 
Time Allotment:
5 class periods. 45 Min. per class.
 
Author's Comments & Reflections:
Remember to make an appointment with the media specialist and reserve the computer lab.
 
MATERIALS AND RESOURCES
Instructional Materials:
Attachments
  1. evaluationsheet.doc
  2. Water Cycle Hotlist.doc
 
Resources:
  • Materials and resources:
    Bill Nye The Science Guy - the water cycle episode
  • Technology resources:
    Internet Explorer, Kid Pix
  • The number of computers required is 1 per 2 students.
  • Students Familiarity with Software Tool:
    Students know how to create and present a Kid Pix presentation
  • Guest Speaker: school nurse Lyndsay Mueller
 
STANDARDS & ASSESSMENT
Standards:
USA- American Assc. of School Librarians: Info. Literacy Standards for Student Learning
• Area : Information Literacy
From Chapter 2, "Information Literacy Standards for Student Learning," of Information Power: Building Partnerships for Learning by American Association of School Librarians and Association for Educational Communications and Technology. Copyright 1998 American Library Association and Association for Educational Communications and Technology. Reprinted by permission of the American Library Association.
 Standard 1: The student who is information literate accesses information efficiently and effectively.
 Standard 2: The student who is information literate evaluates information critically and competently
 Standard 3: The student who is information literate uses information accurately and creatively

USA- ISTE: Profiles for Technology Literate Students (includes NETS for Students)
• Grade : Grades PreK-2

Numbers in parentheses following each performance indicator refer to the standards category to which the performance is linked. The categories are:
1. Basic operations and concepts
2. Social, ethical, and human issues
3. Technology productivity tools
4. Technology communications tools
5. Technology research tools
6. Technology problem-solving and decision-making tools

Reprinted from National Educational Technology Standards for Students - Connecting Curriculum and Technology, copyright © 2000, ISTE (International Society for Technology in Education), 800.336.5191 (U.S. & Canada) or 541.302.3777 (Int’l), iste@iste.org, www.iste.org. All rights reserved. For more information about the NETS Project, contact Lajeane Thomas, Director, NETS Project, 318.257.3923, lthomas@latech.edu. Reprint permission does not constitute an endorsement by ISTE or the NETS Project.

 Performance Objective 1: Use input devices (e.g., mouse, keyboard, remote control) and output devices (e.g., monitor, printer) to successfully operate computers, VCRs, audiotapes, and other technologies. (1)
 Performance Objective 2: Use a variety of media and technology resources for directed and independent learning activities. (1, 3)
 Performance Objective 3: Communicate about technology using developmentally appropriate and accurate terminology. (1)
 Performance Objective 4: Use developmentally appropriate multimedia resources (e.g., interactive books, educational software, elementary multimedia encyclopedias) to support learning. (1)
 Performance Objective 5: Work cooperatively and collaboratively with peers, family members, and others when using technology in the classroom. (2)
 Performance Objective 6: Demonstrate positive social and ethical behaviors when using technology. (2)

MI- Michigan Grade Level Content Expectations
• Subject : ENGLISH LANGUAGE ARTS
• Grade : FIRST GRADE
• Strand : READING: Word Recognition and Word Study
• Topic : Comprehension
 Expectation : R.CM.01.01 Activate prior knowledge.
 Expectation : R.CM.01.02 Connect personal knowledge and experience to ideas in texts.
 Expectation : R.CM.01.03 Retell up to three important ideas and details of familiar simple oral and written text in sequence.
 Expectation : R.CM.01.04 Make text-to-self and text-to-text connections and comparisons.
 Expectation : R.CM.01.05 Compare and contrast relationships among characters, events, and key ideas within and across texts to create a deeper understanding.
 Expectation : R.CM.01.06 Map story elements across texts.
 Expectation : R.CM.01.07 Graphically represent key ideas and details across texts.
 Expectation : R.CM.01.08 Ask questions as they read.
 Expectation : R.CM.01.09 Acquire and apply significant knowledge from what has been read in grade level appropriate science, social studies, and mathematics texts.
• Strand : SPEAKING
• Topic : Speaking Conventions
 Expectation : S.CN.01.01 Use singular and plural nouns.
 Expectation : S.CN.01.02 Use contractions (isn’t, aren’t, can’t, won’t).
 Expectation : S.CN.01.03 Use singular possessive pronouns (my/mine, his/her, hers, your/s).
 Expectation : S.CN.01.04 Use conjunctions to express relationships (because, if, after).
 Expectation : S.CN.01.05 Use inflected endings (-s, -es, -ed, -ing, -er, -est).
 Expectation : S.CN.01.06 Explore and use language to communicate with a variety of audiences and for different purposes
—requests
—problem-solve
—look for solutions
—construct relationships
—courtesies.
 Expectation : S.CN.01.07 In spoken informational and narrative presentations
—use props (photographs and illustrations)
—maintain appropriate posture, eye contact, and position.

 Expectation : S.CN.01.08 Make presentations or reports in standard American English if it is their first language. (Students whose first language is not English will present their work in their developing version of standard American English.)
 Expectation : S.CN.01.09 Be aware that language differs from storybooks and classroom as a function of linguistic and cultural group membership. (They can provide examples of language differences in storybooks and the classroom.)
 
Assessment/Rubrics:
Rubrics
  1. Eye Colors Rubric