Traveling through the Water Cycle

Student Work Example(3rd grader) – Yakelin Burnau

Starting Point: LakeDescription:A water droplet is floating in a lake on a hot

summer day. Soon, the water droplet begins evaporate.

Illustration:

Next: EvaporationDescription:The water droplet begins to rise as water vapor

through evaporation. It rises to the clouds above.

Illustration

Then: CondensationDescription:The water droplet reaches the clouds and

condensates. It becomes water again and is no longer a gas.

Illustration:

Finally: PrecipitationDescription:The cloud becomes full with water droplets.

This causes the cloud to release all the water droplets through precipitation. It starts to rain and this is one type of precipitation.

Illustration:

Overview:The water cycle consists of three major parts: evaporation, condensation, and precipitation. Because the water cycle is a cycle, describing the water cycle can start at any point. This is the earth’s way of recycling water and moving it around the globe.

Rubric:4- Excellent 3-

Accomplished2 –Developing

1-Beginning

Partner Cooperation

Pair worked well together, stayed on task, completed all assignment expectations, and each person contributed equally to project.

Worked well together and both partners participated

Worked together sometimes

Did not work well together and did not share roles

Accuracy of Information Presented

Presentation contains all appropriate/correct titles, descriptions, illustrations and conclusion of the water cycle.

Presentation contains all appropriate titles, descriptions, illustrations , and conclusion of the water cycle with the exception of at most2 items.

Presentation contains partial work shown and lacks appropriate titles, descriptions, and illustrations.

Presentation is missing important information as well as multiple slides.

Neatness/Organization of Presentation

All information is presented in a logical order, grammar is correct and descriptions are clear and accurate.

The information is neat, clear, logical and organized with only one or two grammatical/spelling errors.

The presentation appears neat, clear, and logical but has many grammatical and spelling errors.

The presentation appears unorganized and the information is not at all clear.

Use of Graphics

Graphics are on every slide.

Graphics are on the three elements of the water cycle.

Only 2 graphics are present.

Only 1 graphic is present.

Questions:a. How can you ensure that your students will achieve their learning objectives when using multimedia? As the teacher, I will have to be sure give lessons that provide instruction on using PowerPoint and give examples of student work. In addition, I will have to show students how to use rubrics as their guide.

b. How will you increase your students’ understanding of content though the creation of presentations? Creating a presentation gives students a way to “teach” what they have learned. According to Bloom’s Taxonomy, if students can identify and explain what they know – this is “synthesis” – higher level thinking skills.

c. In what way does the student sample demonstrate the student’s ability to interpret, evaluate, theorize, and synthesize information? The students are identifying and explaining the three parts to the water cycle.

d. How does this align to the standards in the State of Michigan. (If you are a teacher in Michigan) This activity fits with the following GLEC: *S.RS.E.1 Reflecting on knowledge is the application of scientific knowledge to new and different situations. Reflecting on knowledge requires careful analysis of evidence that guides decision-making and the application of science throughout history and within society. S.RS.03.11 Demonstrate scientific concepts through various illustrations, performances, models, exhibits, and activities.e. How does this demonstrate understanding of the targeted learning objectives? Because of the nature of this project, students creating a representation of their knowledge, they are meeting the learning objectives.

Questions Cont.f. How does this accommodate diversity? This activity allows for reading, movement (typing), writing, creating, collaboration. Therefore, multiple intelligences benefit from this activity as well as students who have learning difficulties and/or disabilities because they can use spell check, help from partner, change font, add voice, or change font color.

g. In what way is the proposed technology used in the sample beneficial to student learning and supportive of higher-level thinking skills? As stated to questions “b”, according to Bloom’s Taxonomy, if students can identify and explain what they know – this is “synthesis” – a higher level thinking skill.

h. How is the technology being used: as a research tool, a publishing tool, a communication tool? Technology is being used in this activity for publishing and communication since I would expect students to then present their information to classmates.

i. What learning objectives does your evaluation tool measure? Evaluation tool measures accuracy of information, content, and use of technology (PowerPoint features) at a third grade level.

j. How does the evaluation tool accurately measure whether students have met the targeted objectives? A rubric was created to accurately measure objectives through points awarded to various criteria.

k. Does the evaluation tool contain content-specific criteria? Yes, the accuracy of science content is evaluated.