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Water Cycle Pre- Assessment (Pre-asses for readiness, interest, and…
Water Cycle
Pre- Assessment
Pre-asses for readiness, interest, and learning style.
-the 5 students who answered most, including the most difficult, of the pre-assessment questions correctly
-the 12 students who have some knowledge about the topic as shown in their score, but need to develop higher order thinking skills
-the 5 students who appear to have limited knowledge about the topic, of which 3 are struggling with language and are at different reading levels and 2 students who have little to no comprehension of the the topic and need to be tested further for special needs
Differentiation
Low Performers
Language Learners
& Special Needs
Small group instruction with a specialist
Use of more imagery and interactive computer applications to teach basic concepts of how water can change from liquid to gas and then back into a liquid. I also found a fun song that would help ELL students that are better at auditory comprehension.
ELL specialist works with this small group to assist with non-fiction literacy and may adapt lessons to chunk down words and concepts.
The students that have been identified as special needs will be paired up with a special needs teacher for testing and implementation of a formal IEP.
Water Cycle Song (hyperlink)
Water Cycle Video (hyperlink)
No Comprehension
Small group Instruction with the teacher.
Reteach basic fundamentals of water cycle using diagram and fun facts. Teacher will read aloud and use a picture books that simply demonstrates the learning targets or the water cycle. Students then retake the pre-assessment quiz until they score 80-100 percent.
Tracking
For the low performing group, we use a see, hear, feel teaching activity where students describe key concepts like evaporation, condensation and precipitation.
Water Cycle Fun Facts (hyperlink)
Average Performers
This group of students performs a lab experiments to further explore how evaporation and condensation work. Working with a partner and with adult supervision (a trusted parent volunteer or teaching assistant), students will conduct two experiments as prescribed by a NASA program.
Tracking
Students in this group carousel again with the four main concepts of the water cycle posted in each corner (precipitation, condensation, infiltration, evaporation).
On each board, they need to list all the different ways they can think of that it occurs.
Following the carousel activity, students then do an individual KWL activity to submit to the teacher.
High Performers
The high performers already understand the fundamental concepts of the water cycle so they are given activities to deepen their learning.
They will be allowed to use the school chromebooks to research the water cycle in more depth. These students have a choice to choose to research 1) how geography impact the water cycle or 2) how human's impact on the environment impacts the water cycle.
Students gather as much data as they can and then have some time to prepare it for a think-pair-share activity.
Students are given a choice on how they can present their research. They can explain a drawing, verbally present their findings, or walk their partner through the online research.
Think Pair Share Activity (hyperlink)
Tracking
Students complete activity sheets to explain how humans and the environment impact the water cycle
Rob Carey
Cohort 14
