Amber Penfield
EDU 327: Teaching to the Standards:
A Capstone Experience for Teacher Candidates
Title of Learning Experience:
Views of Water on Earth
NYS MST Standard: Science (4) - Students will understand and apply scientific concepts, principles, and
theories pertaining to the physical setting and living environment and recognize the historical development of
ideas in science.
Grade Level: 5
Final
May 10, 2011
0
May 10, 2011
Learning Context
Purpose/Rationale for the Learning Experience:
The purpose of this learning experience is to teach students about the water cycle and the role water
plays shaping the Earth’s surface.
Enduring Understanding:
The water cycle is a process which is constant within the world we live in. The water cycle processes
consist of evaporation, condensation, precipitation, and a runoff. The process is shown visually in a circle
motion and is continuous, it never ends. The earth is made of 75percent of water, which is extreme amount.
Essential Question:
1. How does the water cycle impact our lives?
Guiding Question(s):
1. Approximately what percent of Earth is not covered by the hydrosphere?
2. What are the main parts of the water cycle?
3. Where does evaporation take place?
4. Where does condensation take place?
5. What is a runoff?
Objectives(s):
1. The learners will identify and define the water cycle.
2. The learners will identify the processes of the water cycle.
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May 10, 2011
Congruency Table
Learning Experience Title: Views of Water on Earth
New York State Learning Standard: Math, Science, and Technology
NYS MST Standard: Science (4) - Students will understand and apply scientific concepts, principles, and
theories pertaining to the physical setting and living environment and recognize the historical development of
ideas in science.
Level: Intermediate
Grade Level: 5
Area of study: The Physical Setting
Key Idea: (2) - Many of the phenomena that we observe on Earth involve interactions among components of
air, water, and land.
Performance Indicator: 2.1 Explain how the atmosphere (air), hydrosphere (water), and lithosphere (land)
interact, evolve, and change. p. 28
Views of Water on Earth Congruency Table
Major
Understanding
Instructional
Task
Learning
Objectives
Student Work
Assessment Tool
2.1. J- Water
circulates
through the
atmosphere,
lithosphere, and
hydrosphere in
what is known as
the water cycle.
p. 30
The students will
complete a
diagram that has
been created by
the teacher to
identify how
water circulates
through the
atmosphere,
lithosphere, and
hydrosphere in
what is known as
the water cycle.
Students will
identify how water
circulates through
the atmosphere,
lithosphere, and
hydrosphere
through the
processes of the
water cycle and
will be able to
identify the water
cycle’s four major
parts.(evaporation,
condensation,
precipitation,
runoff)
A diagram
identifying how
water circulates
through the
atmosphere,
lithosphere, and
hydrosphere
through the
processes of the
water cycle and
will be able to
identify the water
cycle’s four major
parts with
characteristics
through a diagram
drawing.
(evaporation,
condensation,
precipitation,
runoff)TSWBAT
identify to identify
the water cycle and
the four major
parts through
drawing
.(evaporation,
condensation,
precipitation,
runoff)
Pre-assessment:
The Start to the
Water Cycle
matching
worksheet.
Students had to
draw a line from a
term to the correct
definition.
Post-assessment:
A four point Water
Cycle Diagram
Rubric is used to
assess the
student’s
knowledge of
recognizing and
identifying the
water cycle in an
illustration.
TSWBAT assist
in completing a
study guide that
will identify how
water circulates
through the
atmosphere,
lithosphere, and
hydrosphere.
TSWBAT identify
to identify the
water cycle and the
four major parts
.(evaporation,
condensation,
precipitation,
runoff)
Rubric attributes:
the water cycle is
correctly labeled,
no writing or
mechanical errors,
neatness and
attractiveness.
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May 10, 2011
Background of class
There were a total of six students within my fifth grade classroom, their ages ranged from nine to eleven
years old. Baker Victory Academy is for students with behavioral problems. All classrooms within Baker
Victory Academy consist of only six students, one aid and one teacher. One student had a language disability,
and all six students were receiving counseling services twice a week every week.
Overview of what the students need to know/ be able to do in order to succeed:
 Follow directions given by teacher
 Focus and remain on task when working in cooperative groups
 Ask for assistance if needed
 Use all stages of the writing process
 Have an understanding of, and know how to follow all rules
(See page 19)
Prior, During, After Learning Experience: Prior to the learning experience, students were learning
the solar system. The solar system provided students with the geography knowledge of being able to look at a
map of the world and show the students that 75 percent of earth consisted of water. This helped with the
transition and made the connection from the last unit to the present unit of the water cycle. During the learning
experience students need to identify that 75 percent of the world is made of water and the processes of the water
cycle is endless. After the learning experience, students need to know the water cycle and the processes in
which is goes through and full understand that the earth is primarily made of water, the water cycle never stops,
and if it was we would not be able to survive. The unit was completed and we were able to begin the next earth
science unit provided by Scott Foreman’s Science (diamond edition).
Key Subject- Specific Vocabulary Related to the Standards:
The students should have the basic knowledge of these key science vocabulary words prior, during and
after the learning experience. (See page 32)
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May 10, 2011
Assessment Plan:
Tools
This learning experience includes assessments that are diagnostic, formative and summative. The
diagnostic assessments include pre/post tests that the students take independently to evaluate the specific skills
they have prior to and at the completion of instruction. The pre-test is given during the first ten minutes of the
period and will consist of only four questions. Commonly, pre-tests are not administrated; therefore, I created
the pre-test. I tried to assess the student’s prior knowledge of all the material of a chapter. The pre-assessment,
The Start to the Water Cycle is provided in the appendices (page 21).
The summative assessment (post-test) examines the student’s knowledge of the material through a final
matching of the spheres and a self creation of the water cycle with specific characteristics. The post assessment
analyzes the students understanding of the whole earth science section of water on Earth. The post-test is given
during the duration of forty-five minutes and consists of three matching questions and a drawing of the water
cycle using color with labeling. The scoring rubric is aligned to NYS standards and performance indicators
allowing students to identify and define and create the water cycle, visual, drawing and labeling. The post-test is
not identical to the pre-test due to time constraints within the classroom. An example of the post test is provided
in the appendices (page 22).
The formative assessment includes chapter questions completed after reading each section, video quiz,
the completion of the evaporation and condensation lab, and a creation of a water cycle for self use. These
assignments are completed during the course of instruction of the chapter and are given due dates. The received
grades will be used as a final grade for science. A rubric is used to assess the student’s performance on their
post assessment. The scoring rubric is used in the context of other semester grades through being about thirty
percent of their grade.
The student’s role during the assessment process is to complete the post assessment; if the student does
not complete the post assessment the student will receive a zero. It is the student’s responsibility to complete all
homework, classroom work, and quizzes. If one assessment is missed, it is able to be made up but by a specific
date, otherwise the student will be issued a zero.
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May 10, 2011
Rubric
Name ____________________________
Views of Water on Earth
Water Cycle Rubric
Attributes
The Earths “spheres”
are correctly
identified.



4-Electric
Excellent
All three
“spheres” are
correctly
identified.
3-Glorious
Good
Two “spheres”
are correctly
identified.
2-Fancy
Fair
One “sphere”
are correctly
identified.
1-Pleading
Poor
Zero “sphere”
is correctly
identified.
All four major
parts of the
water cycle are
correctly
identified.
Three major
parts of the
water cycle are
correctly
identified.
Two major
parts of the
water cycle are
correctly
identified.
One major part
of the water
cycle is
correctly
identified.
1.5 pt.
1.0 pt.
.5 pt.
atmosphere
hydrosphere
lithosphere
The water cycle’s four
major parts are
correctly identified:

evaporation

condensation

precipitation

runoff
P.I. - 2.1 Explain how
the atmosphere (air),
hydrosphere (water),
and lithosphere (land)
interact, evolve, and
change. (biosphere,
geosphere)
2.0 pt.
50 %
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May 10, 2011
Characteristics of the
Water Cycle are
correctly labeled with
illustration.
Illustrations include:
 Clouds

Water scene

Hail, sleet,
snow, rain
Combines
labeling within
diagram and
illustration to
create new
knowledge that
is
comprehensive
and significant.
Combines few
labeling within
diagram or
illustration.
The meaning of
the topic is
vague.
2.0 pt.
1.5 pt.
50%
Combines
labeling and
illustration
without
reviewing
content for
correct
information.
1.0 pt.
Combines little
or no
information.
Needs more
development.
.5 pt.
Comments:
Total Score:
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May 10, 2011
Student Work
Grade Level/Ability:
These lessons were implemented across one fifth grade science class totaling of six students. For the
purpose of this learning experience, I chose three of the six student’s work and assessment results. I choose only
three of the six students because three of the students were having massive behavior problems during my
lessons. I felt it only fair to look at those students that kept on track and tried their hardest to complete all tasks
at hand.
The fifth grade science class involved in this learning experience:
1.
2.
3.
4.
5.
6.
Total of 6 students: 5 boys and 1 girls
Students with a disability of only speech and language: 1
Students receiving counseling services: 6 (anxiety related)
Students pending Committee on Special Education: 0
Age Range: 9-11 years
Students retained: 0
The students are given a pre-test during the first ten minutes of the period. It requires them to match a
vocabulary word with the correct definition independently. The questions are based on prior knowledge
the students retain about the water cycle material. The results of the pre-test the scores are as follows:
Diagnostic pre-assessment results for chapter 7
Views of Water on Earth
Number of
Students
5
4
3
2
1
Distinguished
6-7
Proficient
4-5
0 students
0 students
Developing
0-3
X(3)
X(3)
X(2)
X(1)
X(0)
5 students
Prior to instruction, most of the students exhibited developing understanding of the material. Preceding
this pre-test, the students were given instruction on key specific vocabulary related to the material. The students
demonstrated weak vocabulary skills related to the chapter when tested on them in the pre-assessment.
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May 10, 2011
The post test given was not identical to the pre-test. This is due to time restraints within the classroom.
In order to complete a pre-test, it had to be administered on a day that instruction was also included. The posttest included: matching vocabulary word and creating and labeling the water cycle.
Diagnostic summative post assessment results for chapter 7
Views of Water on Earth
Number of
Students
6
5
4
3
2
1
Distinguished
94-100
Proficient
75-93
Developing
74 and below
X
X
X
X
X
X
students
students
students
After the instruction of chapter 7, most of the students achieved distinguished developing of the
material. Many of the students excelled on the matching of their vocabulary and creating the water cycle with
labeling. One student had loss of interest in taking the test. He was awarded extra time later that day and still
proceeded to leave his assessment as it was. The student I found to be proficient, forgot one of the four major
parts to the water cycle. I feel as though this is odd because the students were awarded a word box which
should have helped the students. Additional student work is provided in the appendices (pages 23, 24, 25).
A Teacher exemplar is included in the appendices (page 20). The students are not shown the teacher exemplars of
the pre-assessment and final assessment, because both assessment tools are used to analyze the student’s attainment of the
material.
Procedure:
This learning experience is completed over the course of 8 days. The material is part of Chapter 7 in the Science
(Diamond Edition) by Scott Foresman. For the purpose of this learning experience, day 2 and day 4 are
highlighted as lesson plans.
Day One-Section 1.1
Day Two- Section 1.2
How can the oceans be described?
Content: Within lesson three, of the Water on Earth unit in Science (the Diamond Edition) by Scott Foresman,
the content to be known is that the 75 percent of the surface of the Earth is covered by water. All of the water
of Earth forms the hydrosphere. The hydrosphere covers about ¾ of the Earth. Ocean water is salty and salinity
is the measure of salt within the water. The temperature of the ocean may vary depending upon the distance
from the equator and the ocean currents. The ocean is a source of fish, salt, and other resources.
Anticipatory Set
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May 10, 2011
I will begin the lesson by having the students sit in pairs (crisp cross applesauce). They will be asked to move
from their seats one at a time and specifically sit on a beach towel. I will explain to the students that we are
starting a new unit about Water on Earth. I will then ask them to close their eyes and I will read an excerpt. I
will ask students to picture themselves at the ocean and picture themselves as I describe it.
“Imagine it’s a warm summer day, you lie on a surfboard, enjoying the waves. Each time a large wave
curls over you; the sunlight shines through the spray. You take a deep breath before the water crashes
over you. A moment later you start paddling your board back to shore. You’re happy visiting the ocean
and having fun at the shore even if you can’t drink the water. But why does the water leave white grains
on your skin?”
I will give the students a few minutes to think of the question and then ask them questions. I will then ask the
student to meet me at the kidney table.
Picture Walk
Boys and girls, we will read pages 198 to 201 out of our science books. This will help us to better understand
how the oceans can be described.
Review the new vocabulary:
salinity-a measure of how salty water is
Instructional Activities:
First we will begin by reading pages 198 thru 201 together as a class. I will ask for volunteers to read. I will
divide the reading up by paragraphs, giving each paragraph a new student to read it out loud.
Discussion Questions
1. What fraction of the Earth’s water is not ocean water?
2. How would a mouthful of ocean water taste?
3. What kind of resources can we find within or around an ocean?
Modeling: I will model to the students how I would like them to read the passage, by reading the first
paragraph. I will model the first question to the students.
Guided Practice:
I will do the second question on the worksheet together as a class. I will be walking around the room for those
who need assistance.
Closure: As the lesson comes to an end, I will have the students sit at their seats. I will be at the front the room
allowing all students to see me. Together as a class I will re-discuss the material which had just been read.
Independent Practice: Students will work independently on the work page. I will walk around the room if
students need assistance.
Assessment: I will have a “ticket out the door”; I will give the students a paper and write on the board the
question, how much percentage of the earth is covered by water? Answers: ¾ or 75%
I will ask the students to hand their “ticket out the door” to me on their way out.
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May 10, 2011
Day Three- Section 1.3
Day Four-Section 1.4
What is the Water Cycle?
Content: Within the water on Earth unit in science, the content to be known is that water vapor is water in the
form of invisible gas. Water vapor becomes liquid during condensation. The air temperature does not affect the
steps of the Water cycle.
Anticipatory Set
I will begin the lesson by having the students sit at their seats individually. We will look at the new class copy
of our water cycle song. I will explain to the students, I have added our verse into the song with dance moves. I
will the read the song and then ask the students to read the song with me. I then will then take out second then
show the students the dance moves to our water cycle song, I will explain the dance moves one step at a time.
The Water Cycle Song (see page 17)
I will then ask the students to leave their song sheets at their desks and join me at the kidney table. At the
kidney table, I will pass out our science experiment sheets. We will record our predictions again and then
record our results from our experiments.
Instructional Activities:
First we will begin by reading the Water Cycle comprehension worksheet together as a class.
Discussion Questions
4. How many years has the Water Cycle moved Earth’s water?
5. What processes within the Water Cycle turn water to vapor?
6. What processes within the Water Cycle makes water fall to the Earth?
Modeling: I will model to the students the first paragraph within the passage and I will model the first
comprehension question.
Guided Practice: Together as a class we will complete question two. Every student will verbally participate in
the answer.
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May 10, 2011
Closure: As the lesson comes to an end, I will have the students sit at their seats. I will be at the front the room
allowing all students to see me. Together as a class I will re-discuss the material which had just been read. I will
ask students to write down one of the processes of the water cycle on a half of lined sheet of paper.
Independent Practice: Students will work independently on the comprehension reading. I will walk around the
room if students need assistance.
Assessment: After completion of the reading comprehension questions, I will ask students to draw a picture of
the water cycle on the back of their sheets. I will ask the students to hand in their worksheets. The worksheets
will be used as an assessment and will be assessed with stamps and stickers.
Day Five- Section 1.5
Day Six-Review
Day Seven- Review
Day Eight- Test
Resources and Materials Required for Instruction
Resources:


Science (the Diamond Edition) by Scott Foresman
NYS Learning Standards-Science (4)
Technology:
There is one computer in the classroom. However, the students have the option of using the computer during free
time. The websites the students can explore include:
http://www.kidzone.ws/WATER/
Reference:
" T h e W a t e r C yc l e . " K i d s Z o n e . N . p . , 2 0 1 1 . W e b . 5 A p r 2 0 1 1 .
<http://www.kidzone.ws/WATER/>.
http://player.discoveryeducation.com/views/hhView.cfm?guidAssetId=087777c8-4ff0-45d2-878fe7cd90f7ee19
Reference:
" W a t e r C yc l e . " D i s c o v e r y E d u c a t i o n . N . p . , 2 0 1 1 . W e b . 5 A p r 2 0 1 1 .
< h t t p : / / p l a ye r . d i s c o v e r ye d u c a t i o n . c o m / v i e w s / h h V i e w . c f m ? g u i d A s s e t I d = 0 8 7 7 7 7
c8-4ff0-45d2-878f-e7cd90f7ee19>.
Technology was also incorporated during the third day. The Sun, Water Cycle, and Climate were shown as a whole group
from the Water Smart Series. Student would use these sites at home and during their free time or once all other
assignments were completed during the science period.
Supplies:



Science (the Diamond Edition) by Scott Foresman
Pre-Assessment Worksheet
Assessment Worksheet
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May 10, 2011





Views of Water on Earth Rubric
Reading Comprehension Worksheet
Experiment Worksheet
Water Cycle Worksheet
The Water Cycle Song Worksheet
Modification Type



Specific Modifications
Rationale
Benefits
Writing Materials
Computer
Blackboard
Miss Penfield’s Modification Table: Modifications are applied to this learning experience to address diverse needs.
Benefits: These implemented methods will help all students learn more effectively and become more successful.
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May 10, 2011
Environmental &
Management
Instructional
Content/Materials
Tasks
Preferential Seating
The students will be
moved to different seats if
they are disruptive.
Proximity
The teacher will be
constantly walking around
the room to reduce down
time or disruptions.
Notes Loaded On
Classroom Site
The notes are loaded onto
the classroom site for the
students to look at later if
they missed something.
Everything is modeled
before a student attempts
the task.
The teacher shows the
students how to complete
the task before any of the
students attempt it on their
own.
Science (The Diamond
Edition) by Scott
Foresman
All of the content is from
the current chapter that is
being taught.
Note Sheet
The note sheet is full of
everything we will be
going over as a class.
Each step is a small step
leading up to the
Assessment of the water
cycle.
If the students can
complete the smaller steps
one at a time, then they
know that they can
complete the assessment
of the water cycle.
The students will be
moved away from
distractions.
This removes any chance
of students talking to each
other or disrupting the
class.
The student can move on
with the class without
being left behind. They
can also write slower if
need be.
This gives the students’
confidence in doing a task
if they already know how
to do it and have seen that
it is possible.
The students feel more
confident if the assignment
deals with information that
they have prior knowledge
with and can learn more.
There is no need to waste
time handing out more
papers. Everything is one
packet so the instruction
can keep going without
distractions.
This helps the students
stay focused if the tasks
are short and always
shifting. Ii also helps them
see that the tasks they
complete here will help
with their final assessment.
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May 10, 2011
Time Required:
Planning: The planning of this learning experience took about thirty minutes per lesson day. This was due to
planning lesson, gathering supplies and creating worksheets.
Implementation: There were eight lessons which were 45 minute each.
Assessment: There was a 10 minute pre-assessment at the beginning of day one of the eight day lessons.
There was a forty-five minute post-test (assessment) on the last day of the learning experience.
Schedule/Unit Plan: This chapter is included in the Earth Science section. The module includes four chapters.
Each chapter is designed to last between eight and ten days. Prior to this chapter the students complete the final
chapter in the Solar System unit. The chapter focuses on planets, and solar system. Following this chapter, the
students will learn about weather patterns.
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May 10, 2011
Reflection:
This learning experience is completed to introduce the students to water within and around the Earth.
This chapter is one of five in Science (the Diamond Edition) by Scott Foresman. The science curriculum the
students are exposed to at Baker Victory is found through the New York State Curriculum chart.
I was not surprised by the pre-assessment results, although the content that the students were tested on
was learned in previous grade levels. The post-test results were exactly as I thought they would be.
As a class, the students did meet the objectives that I set forth. The students were able to explain
verbally, written and through drawing the water cycle and the Earth’s spheres (post assessment). The students
did meet the learning objectives and performance indicators. Students met the NYS learning standard which
indicates that: students will understand and apply scientific concepts, principles, and theories pertaining to the
physical setting and living environment and recognize the historical development of ideas in science. Students
also mastered the performance indicator which stated: students will be able to explain how the atmosphere
(air), hydrosphere (water), and lithosphere (land) interact, evolve, and change. This is clearly indicated
through the post assessment that the students meet all learning objectives.
This learning experience prepares students for life outside of school by giving the students the
knowledge that the water cycle is a part of our everyday lives and without water we will not be able to survive.
It also provides students with the knowledge for the next study of unit which is weather. Students are also able
to explain how the process of the water cycle takes place, which helps them to better understand the weather
changes, living in Buffalo this skill is extremely beneficial, considering it could rain, snow, and be sunny all in
the same day.
My teaching objectives were also met. This is indicated in the test grades of the summative assessment.
Successfully, this test was administered to six students and no one received a failing mark.
The activities completed throughout the course of the chapter were greeted by the students with
excitement and interest. This was indicated when a student said, “I really enjoyed when we created our water
cycle diagrams”.
I used various modes of learning to accommodate the learning styles of the students. For example,
within our condensation experiment students held a frozen water bottle and compared to a refrigerated water
bottle. Also, by working as a whole class I believe the students were able to increase social interaction with
peers and also learn by building off of the ideas from other peers. I tried to use technology when possible;
therefore, our flat screen television and computer system were used daily for Power Points and videos. This
allowed the students to explore the water on Earth not only during Science class but also in their free time.
My learning experience was in April, I was the second student to present. The focus question from my
peer review was to elaborate more on my experiments. Melissa Chamberlin said, “I love your learning
experience, and feel you should give more detail about the experiments you did within it”. My learning
experience was modified, by adding additional lesson days to complete the learning experience, with extra days
of instruction I am able to plan more experiments, which students seem to enjoy and there is so much
educational value being learned and taken in.
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May 10, 2011
Appendices- attachments:
1. Letter home about the experience
2. Classroom Rules
3. Classroom Floor Plan
4. Teacher Exemplar
5. Student Copy of Assessment
6. Student Work
i. Distinguished
ii. Proficient
iii. Developing
7. Assessment Tools
b. Pre-test
c. Post-test
8. Additional Tools Used
a. Vocabulary
b. Water Cycle Song
c. The Water Cycle Experiment Worksheet
d. Thematic Unit
7. Peer Review Comments
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May 10, 2011
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May 10, 2011
Dear Fifth Grade Families,
February 2011
I would like to start off by introducing myself. My name is Miss Penfield and I am a student teacher in
your son/daughters fifth grade science classroom. This opportunity is the last step I will take before receiving
my Bachelors Degree in Childhood/Special Education from Daemen College and I’m very excited to be here at
Baker Academy. I am in the classroom working with Miss Kelly from the end of January through the middle of
March.
We are beginning a new chapter that focuses on the Earth’s oceans and the water cycle. Your child will
be viewing the Earth through computer technology and participating in labs that relate to the content being
taught. I encourage you to ask your son/daughter about the material he or she has learned each day. By doing
this, you are taking an active role in your child’s education.
I’m looking forward to getting to know your child in the upcoming weeks. We will have many
wonderful experiences and opportunities to learn and grow in the days ahead. Please feel free to contact me at
anytime with any questions or concerns. You may reach me through Baker Academy’s main phone number:
(716) 834-3443
Sincerely,
Miss Penfield
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May 10, 2011
Miss Penfield’s Classroom Rules
1.
Follow directions when they are given.
2.
Raise your hand to speak.
3.
Keep hands, feet and objects to yourself.
4. Have your materials ready.
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May 10, 2011
Miss Penfield’s Floor Plan
Closet
Door
Word Wall
Closet
Bathroom
Student Cubbies
Teacher
Desk
Sink
Shelve
s
Art
Center
ELA
Center
B
l
a
c
k
b
o
a
r
d
Rug
Sofa
Student
Table
Student
Table
Student
Table
Amber Penfield
EDU 327: Teaching to the Standards
Classroom Floor Plan
5th grade
Student
February 8, 2011
Student
Table
Math
Center
Library
Computer
Table
Kidney Table
Computer
Shelve
s
Computer
Flag
Storage
Windows
Smart Board
Computer
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May 10, 2011
Miss Amber’s Teacher Exemplar
Name
Teacher Exemplar
The Water Cycle Assessment
Direction 1: Match the correct Earth “sphere” with the correct definition by writing the number of the Earth “sphere” next to the correct definition.
Direction 2: Draw and label the Water Cycle using your knowledge and the word box.
1. Atmosphere
1.
: the mass of air surrounding the Earth
2. Lithosphere
2.
:the solid part of the earth consisting of the crust and outer mantle
3. Hydrosphere
3.
:the watery layer of the earth's surface; includes water vapor
The Water Cycle
The Water Cycle
Word Box
Evaporation
Precipitation
Runoff
Condensation
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Assessment Tools
Pre Assessment
Name ____________
The Water Cycle
Pre -Assessment
Draw a line from the word to the correct definition.
Atmosphere
the mass of air surrounding the Earth
Lithosphere
the solid part of the earth consisting of the crust and outer mantle
Hydrosphere
the watery layer of the earth's surface; includes water vapor
Evaporation
the changing of liquid into a gas
Precipitation
water leaving clouds as rain, snow, sleet, or hail
Runoff
changing of gas into liquid
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Condensation
water moving downhill
Post Assessment
Name
Student Copy
The Water Cycle Assessment
Direction 1: Match the correct Earth “sphere” with the correct definition by writing the number of the Earth “sphere” next to the correct definition.
Direction 2: Draw and label the Water Cycle using your knowledge and the word box.
1. Atmosphere
: the mass of air surrounding the Earth
2. Lithosphere
:the solid part of the earth consisting of the crust and outer mantle
3. Hydrosphere
:the watery layer of the earth's surface; includes water vapor
The Water Cycle
The Water Cycle
Word Box
Evaporation
Precipitation
Runoff
Condensation
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Student Work
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Additional Resources
Vocabulary
Atmosphere
Lithosphere
Hydrosphere
Evaporation
Precipitation
Runoff
Condensation
The mass of air
surrounding the
Earth.
The solid part
of the Earth
consisting of
the crust and
the mantle.
The watery
layer of the
earth’s surface,
includes water
vapor.
The changing
of liquid into a
gas.
Water leaving
clouds as rain,
snow, sleet, or
hail.
Water
moving
downhill.
Changing of gas
into liquid.
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)
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Then comes down as precipitation, yes it does!
(sprinkle with fingers while bringing arms down in front of you)
A runoff is water running down hill, yes it does!
(use index finger and draw an imaginary “Z” in the air)
Water travels in a cycle, yes it does
(use pointer finger to make a big circle)
The Water Cycle Experiment Worksheet
Name
The Water Cycle
Condensation Experiment
Introduction to Condensation
Observations:
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Evaporation Experiment
Day1
Observations:
Day 2
Observations:
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Thematic Unit
Unit Planning Framework
Unit Title: Canada: A thematic unit on the Country
Grade Level: 5th
Length of Unit: (February 7, 2011- March 18, 2011 )
and related areas of study
Overview & Purpose: A thematic unit to gain a comprehensive understanding of Canada through the integration of the four core subjects. Utilization of
activities and information about Canada in order to gain knowledge of the country of Canada and its people and their cultures.
Objectives
Introduction:
 Introduce the new unit and prepare them for their
study of the country of Canada and its territories and
provinces
English Language Arts (NYS Standard 1, 2 and 4)
 Read and Listen for information
 Develop poetry writing skills
 Develop writing and grammar skills
 Develop listening comprehension and prediction skills
 Develop ability and skills for drawing conclusions
Teaching Approach/Learning Experiences
 Create a KWL chart on what the students already
know about Canada and the people of Canada
 View a video clip of Canada


Resources/Materials
KWL chart
VideoDiscoveryEducation.com
Canada: Its People, History, and
Government



The class will read the story Mr. Popper’s
Penguins and answer comprehension questions
Students will create poetry using knowledge of
Canada and its people.
Students will be able to make predictions about
what will happen in the story read.





Mr. Popper’s Penguins by
Margaret P. Clark
Poetry examples
Art materials and supplies
Canada Themed writing paper
Blank Postcards
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

Develop an understanding of new vocabulary words
Develop Language for Social Interaction



Math (NYS Standard 3)
 Develop an understanding mean, median, & mode
 Develop word problem solving skills
 Develop ability to determine correct mathematical
operation to use
 Develop graphing skills
 Develop Statistics & Probability skills
 Develop Estimation skills

Science (NYS Standard 4)
 Develop an understanding of water on the Earth’s
surface
 Understand the properties and features of water in
Oceans
 Understand and describe various forms of fresh water
 Understand and describe the process of getting fresh
water where it is used
 Compare and contrast ocean and fresh water
 Understand and describe the water cycle and its
process
 Understand Effects of the water cycle on clouds and
their formation

Social Studies (NYS Standard 2, 3, 4, 5)


Students will develop knowledge about the










Students will draw conclusions from the
information they are presented with or have read.
Students will answer questions pertaining to
information supplied.
Students will create postcards written to the Prime
Minister of Canada persuading him to have Mr.
Popper’s Penguins put on shows in Canada
Students will determine mean, median, and mode
of the population of provinces
Students will solve word problems using
information about Canada
Students will create graphs using information
about Canada and it’s animal population
Students will create graphs based on surveys
about Canada
Students will estimate the area and perimeter of
bodies of water in Canada

Novel Study questions for Mr.
Popper’s Penguins




Chart paper
Word problem worksheets
Manipulative
Graph paper
Students will read and understand the water on the
surface of the earth using information in textbook
Students will create a salt map that depicts the
earth oceans and other bodies of water
Students will observe and chart the process of
condensation to evaporation
Venn diagram comparing and contrasting salt and
fresh water
Create a water cycle model using clay
Create a five day weather forecast including the
different forms of precipitation and their effects
on water temperature
Create a poster depicting a water treatment plant
and its ability to get fresh water to homes
Students will create a folder of the Canadian flag
to hold all of their unit information




Science textbook- Scott
Foresman Science Chapter 7
(193-223)
Science Workbook pgs. 63-70
& 39-42 (Assessment)
Modeling clay
Styrofoam trays
Poster paper


Handouts
Information and fact sheets on

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


provinces and territories of Canada
Students will gain an understanding of Canadian
government
Students will gain knowledge and understanding
of the geography of Canada
Students will develop an understanding of the
economy of the Canadian provinces and
territories







Art/Music/Movement (NYS Standard 1 and 4)

Develop an understanding of culture through art



Languages Other than English (NYS Standard 2)
 Develop an understanding of the Cultures and
Language of Canada

Students will create a passport/Plane ticket for
their trip to Canada to visit the provinces and
learn about them
Students will create and label a map of Canada
labeling all the provinces and territories
Students will read and listen to a read aloud about
Canada as an introduction to the unit of study.
Students will answer questions pertaining to
information presented about Canada and its
provinces
Students will gain facts and information about the
individual provinces and territories and use that
information to create Province Profiles
Compare and contrast US Government and
Canadian Government
Students will visit stations for each province in
order to review information and facts and
demonstrate understanding of each.
Students will create a mosaic of a Canadian
animal
Students will create a soapstone carving of a seal
or polar bear
Students will create a paper bag moose puppet to
symbolize the moose population of Canada
Students will create a French Counting book that
displays the French word for each number up to
10 and a picture to represent that number




the provinces
Construction paper
Maple Leaf patterns
Airplane Tickets
Maps of Canada

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
Bars of Soap
Plastic knives
Broken glass
Grout materials
Squares of wood



Construction paper
Glue
Rings
Assessment Techniques: The students will be assessed throughout the unit by observation, participation, and quizzes on information learned
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Peer Review Comments for Amber Penfield’s Learning Experience
Warm Comments
Cool Comments
Relation to Learning Standards

The congruency table highlighted key ideas that were
brought into each concept.




There is no connection to technology standards (Not
needed)
PI J is not labeled before the congruency table.
The word “understand” isn’t measurable or observable.
Name the rubric
Intellectual Challenge
 Connections of the water cycle to spheres of the earth.
 The vocabulary was used throughout the whole learning
experience.
 Multiple Intelligences are used and present



Use an article to start off the lesson with a connection to
runoffs in urban and rural settings (mudslides in
California)
Use a list of why water is important to introduce the
topic
Use a visual of fresh water (describe the poem of no
water to drink)
Assessment Plan
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
The diagnostic and summative assessments were spot
on.
 There was time for the pre-assessment to be assessed
and familiarized beforehand.
 The word-bank was there as a tool to help the students.
 The final assessment included matching, drawing, and
labeling.



The pre-assessment was finished with 10 minutes before
the lesson. How do you know what to teach?
Name and explain the attributes in bold.
Could the students have written out the water cycle?
Engagement


Anticipatory set (2): students closing their eyes on the
beach.
The song was a fun way for the students to get involved.
 The students used their imagination



Elaborate more on the labs (explain)
Explain the hands on activities (boiling water--- visual)
Don’t use student names on papers
Adaptability

Listed a lot of ways to adapt accommodations.

The accommodations are in table format
Technology Integration


Video Quizzes
Websites for the students to visit

Use an incentive to use the websites on their free time.
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