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EDU 441 Curriculum and Instruction Kaitlin Vasil, Laura Gels, Ashley Neher ject April 10th, 2013

Water Cycle Art Pro

Subject: Science Target Grade Level: 6th Grade -LWBAT Content Objectives e ol the water cycle Students will demonstrate their knowledg through writing and visual presentation -LWBAT Procedural Objectives r ecle -(reate a visual representation ot the ate water cycle the of e ledg Students will write their know of the ater cycle Students will present their understanding through a visual representation
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1)iffercntia (ion: -Small group projects Individual Reflection Assessment Plan: Informal: ing in grotps and is everyone Anticipatory set: Article, are they work participating? r cycle is everyone moving and adding to During full group visual aide ol the wate their group? FormaL steps in the water cycle Visual Aide: Does is cover the four basic

Materials: Prediction Sheets from previous day Computer -Projector -Whitehoard and Dry erase marker -Science Project from previous day hmallows, markers, glue. and tape -Art Supplies: scissors, cotton balls. mars

Lesson Breakdown: tes) Opening: Terah classroom opener (5 minu .) Previous Day Prediction: Ashley (5mm

Classroom Rap Water Cycle

We rise from Earth with heat from the sun Water to water vapor thats how its done These processes, these changes happen in mid-air im Evaporation if you dare! Evaporations, Condensation, Precipitation Say ft again, fool Evaporation, Condensation, Precipitation Its water transportation Condensation isnt Asian, it happens everywhere, From the cup upon your table, to the hills of Gel-Air You know ft cools into pools from the clouds above Getting molecules together like two teenagers in love But It doesnt end there, so dont have despair The cycle keeps on moving from the water In the air Evaporation, Condensation, Precipitation Say ft again, fool Evaporation, Condensation, Precipitation its water transportation After condensation comes precipitation Rain, Sleet, Hail, Snow Thats sky to ground transportation Just one more thing you gotta know This evaporation aint all precipitation Some stays in clouds all round tha nation Evaporation, Condensation, Precipitation Say ft again, fool Evaporation, Condensation, Precipitation Its water transportation

Laura Geis April 15,2013 Reflection on Group iThit video, classroom rap, and tree exIt ticket with what Day #1: Prediction with the magic school bus they learned and what they want to know. We the class seemed to really have fun with u. This day was probably ly plete com were ecause the students didnt have too any classroom managemen n sheet I believe could have been timed ictio pred aed throughout the whole class. The what was going to happen next an out a little better so the students could truly grasp rap was out of our comfort z, but it why that was going to happen next, The classroom actually really use the students were so excited to do this and rkt1vas very successfttl beca because the next few days, the students were enjoyed it. t could tell they learned from this .-j that they know and what they referring back to the classroom rap singing parts kow to want they what write to t, they had remembered was incredible. For the exit ticke place it on the white board that had a tree then and and what they learned on a sticky note the students already know and what we drawn up on it. This was a rea c ieck br what ghout the unit. This day was a need to focus on so the Stu ents stay engaged throu for my personal teaching because as a complete success and overall was a great step the students would participate, but it was a group we tried that rap and werent sure how .? ureat surprise that is worked out well. t of er of the water cycle process, and exit ticke Day #2: Science experiment, make a post day 3. choosing your role fbr the RAFT activity on harder keeping them on track and needed The students seemed rv enga ed, but it was questions from what they want to know and more classroom management. We used their whole ers and present them to the class so the had them look in articles to find those answ cts of the water cele that may not he class so they understand the different aspe ents also had to bring in a picture of the completely covered during the unit. The stud their poster. This was a challenge because water cycle that they could use while making and made sure that they got across what they time, but the students acted under pressure r cycle parts down. This was hard to make needed to make sure they had the correct wate articipating because there was such little sure that everyone wasjg1 and actively own it creative. We also let them c oose their up e likh t feet left out or they won groups which is also hard because people can ers rised me how well it worked out. post they are with, but all and all it really surp same mainps about the water cycle. Scwere so cri:e and invE.pte, but still got the nment. and closure of unit #3: Foursquare game, RAFT writing assig y well classroom managennt hut it went reall This was also a day were it invotvcre tic, chao little ing process. ihe game was a when the students fully engaged in the learn said writing process was great when Ashley but what game isnt with students. but the kept lower so the students would emustc G] Ifl$.and the music was vou must hea were different style oiwriting, hut overall they stay quite. The students had to choose a h searc word a a chance to decorate it or start all very cr ative and unique. They also had
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ck). We closed the day with a quick which helped motivation to get done (espe PowerPoint that had all their work on it. inclZIThe their rap they did as a class. (Too bad it didnt work) The Po\erPoint also provided the students with an opportunity to see why the water cycle is so important, but also why we need to conserce water. Personal Reflection: Overall this wat experience cause I wa abk to communieat sith my peers em that day, but also continue iesson over nUmrous days. what was expecte on It was also great to have the amount ofedback and suppothat we did because now is the time to really be able to sit down and ref1ct on not only the lesson ol that day, but how it may have affected youfhis threetlay unit seemed like it truly caine together and r made a simple subject turn into a maser pie Ashley and Kaitlin were tremendous to work with and it seemed we all gxpec ed the same things out of each other and equally put in our ideas and thoughts of what could be better next time or what could be added. Our communications not only on our own time, but during the lessons were incredible. We made everything flow well together and the transition from one part to the next was alrnot seamles in parts 1 01 mssclf I learned th a cteppm out of rn. eornfort /onc. is epod for a teacher to do. I need to he confident e uuWin mx teaching that my comlbrt U --( zone will range and span over numerous subjects and materials. I noticed that I stepped out of my quite shell. I believe this is because I tend to thrive in teaching situations. I tend to Ibel more comfbrtable arou udentfomateachirigstandpoini,,and not from a towydjnyJruccal3+igic1so after rcadmg the student to student standpoint(Itat one student reflection, I realize that getting bq4ef1eci&paaa[heing..tgcher. I will not always be able to please every student and shouldnt let one bad reflection stray from how successful the lessons were. The students within their writing seemed to really understand how the water cycle works and during their group activities truly had an idea of the wheres, whats, whys, whens, and hows of the water cycle, I couldnt hae asked for a better experience because I truly enjoyed the week not only with my group. and with the class. The unit help ignite a stronger passion Par teaching and couldnt be more happy with the outcome.
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Kaitlin Vasil Professor Moore Curriculum & Instruction April 15. 2013 Lnit Reflection , Laura, and I decided to teacth water cyci Ashley unit, ay Over a three-d When t first sat don
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dicuss hir to teah

ke

h d bouncedak

ideas ar)und he

plan .Ior the holocaust, basic math. or the water cycle. As we began to discuss and try to unities ior a three options it was evident that the water cycle was presenting more oppon

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met fir an hour middle school classroom. Besides meetinc in the classroom once, we lesson sparked a outside of class and the unit fell into place, almost too effortlessly. This individual lot oeativity n the three of us and we were each allowed to utilize our strengths through difierent teaching actn Itles
Day one, first we introduced

syllabus, going over what we had planned for the

I had dilThrcnt week and most of all our classroom expectatiotis. During this time then began the students read the bullet points to encourage class involvement. Laura Magic School prediction sheet (anticipatory set). The students watched a clip from the sation, Bus, as it played Laura stopped it on three parts. evaporation, conden to predict what would precipitation. At each of these stopping points students were asked Laura collected happen next and if they got the answer correct to circle the number. As
allowing for the worksheets I began to number the students off one through four, not A

respected corners, students to venture off track. I asked the students to go to their groups
om management and this caused \omeouon but Ashley did a great job vvith classro / tl cycle rap. After the bringing them bk9,ce they had quieted down we showed a water

sation, precipitation, rap had finished Laura gave each group a role (evaporation, conden

I was very pleased water cycle) and they had to create one stanza for a larger group rap. Next we asked groups at how on task each group was and each individuals engagement. er as a class, to practice. as some linished early. Opime ran out we came togeth of the exit slip, a fun presenting group raps and then the class rap. Ashley begins part one was learned and class expcrirnent prediction. The second part was a tree diagram of what what students want to learn.
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some Over all I was very pleased with day one. I thought because we had groups also easier than I would venture off task but I was wrong. Classroom management was on we would have expected. I thought because it was a college class in the early afterno in the education issues engaging. I was very pleased to be proven wrong. When sitting sday. We wanted office with Terah we decided to tweak our anticipatory set for Wedne cycle. It was very students to he able to answer their own questions about the water important to stay flexible as the week progressed. cycle experiment Day two, Ashley began with the students looking at the water students and asked them and asking some to present their findings. After, I numbered the to answer. Allotted time to split back into groups and gave them articles and questions then their answers the was up and we asked the groups to present their questions and answer for one of their class as a whole. One of the groups wasnt able to find an exact initially scared me, and I questions, which I knew was going to happen. The idea of this ting they said they thought that maybe the would create an answer. When presen f- s $r wasnt an exact there couldnt find an answer so I became vulnerable and told them
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water cycle. As Ashley answer. We then moved onto group visual aide posters of the stonach sank. I was presented this she asked students to for their own groups, my i. R-)

would create chaos. Again. I was proven worried students would be left out or this n their poster. When they began the three wrong. Each group was given supplies and bega ing at keep uroups on task and sometimes conven of us walked around using proxmiuv to
the . Students then presented their projects to the front to discuss what should happen next class. first one, not having an answer tdr the Many things of day two worried me, the V is failing the students as a teacher. I students questions. One of my biggest fears on Terah oh sometimes you just have to fall remembered conversations I have had with of in a hole. But when in front of a group your face. This makes me want to crawl

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von have to revert to option two, students you cant do that as a teacher Then was no t like or do well, I had to tell them there vulnerability, something else I really don Uc c,.as I to produce one. It wasnt as ife ending definite answer even 1 strugged in trying
I was ey let students pick their own groups; , thought it was going to Zcondlv Ashl use I didnt think it was going to go unbelievably worried about this. Not beca ents in d have some quiet and some awkwar stud catastrophically wrong,t because we tears crc proen wrong 01 being left out Again my ng Ieelr ne anyo t 4an t than I class

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another quiet well. androups gravitated towards one

game got I four-corners anticipator set game This ) Das three Laura began ith a m & ms. After vided encouragement to do well, the students up and moving, and we pro d for on the RAFT. I had wTitten what RAFT stoo I presented the meat of the lesson,

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present to ents that they would take on a role, hoard belhre class started. I instructed stud nted our a topic. During this time I also prese an audience, pick a format, and choose si d e sould expectatIons of hat would happen in this time As stu&nts began \shle\

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play some quiet backgroumusie, good ol Pandora. tOnce students finished they could

draw a picture of their RAFT and/or complete a word search. Levi really didnt like the idea of a word search and I had to tell him he needed to do it for participation points. At the end we had a few students read their final products. To be honest, I was very concerned about how day three w d evolve. It the two

days before we had students up and movina and doing highergy wo With the class
we have I was worried they wouldnt respond well to a quiet assignment. Again,iwas

proven Tong. Ashley had a great idea of playing soothing background music and making sure students and could always hear it, otherwise they were chattering too loud. I
was very pleased with their engagement and surprised by their excitement of this lesson.

Over the three days I believe students did learn. One example is the rap; over the three days students would refer back to it and begin to sing it. Another reason why is because they were allowed to answer their own questions through anticipatory sets. When class ended each day we would check for students understanding and their finished projects of the week (rap, poster, RAFT). Each assignment was completed above and beyond standards. As I said earlier, I had some concerns/fears that presented themselves in lessons. But I learned that fears are only that, as a teacher you have to be fiee and willing to admit when there arent answers or you dont know The v word (vulnerability) is something I truly dee but teaching this unit
it isoka
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it doesnt mean you

are failinc. What it means is you are giving the option for students to connect with you on a human level not one of student and teacher. It allows for true cornrnunicaiin to occur as well. Classroom management was easier than I expected as well, Laura and I had

joked we wouldnt use hands on your head or clap if you can hear

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voiee because

it is for a younger group. Well, joke was on us, it works no matter what age group you teach, they will ways respond, There are ways of adapting this. such as Ashleys dance that would be n for an older audiencwas surprised at how well our unit worked and As 5c-{ flowed, it all interconnected through the three day1f we felt something could work
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better we often fixed or ched it on the spot. We acted as little chameleons, always adapting to our surroundings. I think I was mostly surprised at how vell students sponded to our activitie An initial fear when planning was students wouldnt engage or participate because we were asking them to do some things outside of their comfort zones, such as create a rap. Rut through the unit I believe we were able to reach out to individuals learning styles and allowed each type to succeed.
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Our group, honestly. I couldnt have asked for a better group. When we first met and were trying to figure out personalities, we all had pretty much the same kind, laid back. ll of us stayed very open_minded to one anothers ideas. thoughts. or concerns and our group made it ver, eas to state any of these. We adapted nearly every lesson of the week and I think it wo us as to how smooth it went. I thought there would he some

tension within the group or we would fail because the unit and lessons seemed to come together so easy. But again. I was wrong, something I dont like to admit. Honestly. Terah. you couldnt have put a better group together. We connected instantly, and played off of each individuals strengths and tried to utilize them. Looking at the three days, Laura was very comfortable in presenting the rap, Ashley and the poster, and myself with the writing. It was a very successful group in every aspect. from splitting up the work to presenting the lesson. Thank you for this humbline and great opportunity.

Ashley Neher ED U-44 1 Teaching Reflection What a week! What


an opportunity!

We learned so much and tried things that


were f

Kaithn and Lam i were out of our comfort zone S


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such a blessing to ha e as a tean )(


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both of them arc going to be excellent teachers. We had one day in class in which Terah gave us time to meet as a group and talk about our week of teaching. In this time we sat dowfl and just listed out possible lessons we could teach: subtraction, the water cycle, outer-space. WWII. etc. o one objected when Kailtin said. Lets just do the water cycle! One thing I have noted since this time is how other groups keep saying it is hard
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to chose a lesson because, Fm going to teach elementary, while Frank* is going to teach high school. Looking back I realize Kaitlin is high school English, Laura is elementary.
rand Im elementary/math Im proud of us for trying something
new

that we werent

particularly versed in. The second time we meet was outside of class where all of our ideas fidwed well.
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We all seemed to have t sarnj how we wanted to engage, present, and teach

deeper Irnowledge. vas particularly scared about the water cycle rap and knew we
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would be taking a chance that some students would not want to participa It surprised me how well
it

went and Fm glad Laura_pushed us to take a chance on this. The reason I


is because

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felt apprehensive about having students present/act goofy in front of the class
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Ive seen some students become really uncomfortable. This happened to me once when 1 asked my business class to act out a commercial promoting a green product. I can see now that the two classrooms had completely different dynamics. The business class I was 5 fCAcc.,F
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had not created an open classroom environment. Creating an open classroom is key for

students learning. They need to feel comfortable and able to ask questions.
Reflecting on what I learned this week, I think back to the first day. The first time s 21 looking at Kaitlin and then kept I timid. was I attention classrooms the grab to I wanted
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tried something and it didnt work! This is really not like me; I am loud and usually very comfortable in front. I also noticed I took a back seat when it came to talking and delivering classroom feedback. I really felt over whelmed and was not sure when it was 1 I didnt want to repeat anything. or talk while talk, 2 my turn or Laura and KaitIins turn t

the students were trying to process information, I think this is a natural course that co A4 .-t V1 teachers go through and something I will encOunter again when I begin my student
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teaching. As the week progressed I slowly felt more athorne and able to contribute my classroom management techniques to the trio. I learned from Laura the importance of cking in on every student, while Kaitlin taught me the importance of having an 4 c activity for students who get done early. Both of these strategies helped keep the class moving smoothly with few behavior issues.
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The students learned the content we presented them: the water cycle, This was evident from their ability to re te the water rap on the second day. I was truly amazed with how it stuck with Halei and the rest of the class all week. They showed us their understanding of the cycle through a visual aide in teams. The final day they showed us
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deeper knowledge of the water cycle through R.A.F.T every student had a different way of expressing what they knew each able to communicate their thoughts through words.
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This is going to sound phorn but I really would not change anything from this week. One thing I am taking from this class is the words of wisdom Terab taught me: It

does not have to be perfect it is the process of learning that is import


want to take back what I learned this weaL

ant. I would not

Addition thoughts I dont know how to add to my paper

basis to catch up Absent students!! I didnt think about what I would do on a daily class they did bring an absent students. While I was bummed to not have them in paid attention to. I was not aspect of teaching to my attention that I had previously they missed, and catch also very pleased with our students eagerness to know what trio and the dontent we up It made me feel that they th4y cared about our teaching were presenting.

rm not a hugger or Proximity and the power ofthe touch. I need to work on this! y since I vyant to ciall very touchy feely. This is something I need to work on espe work with younger elementary students.
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I)irections: Make a prediction at a given point in the video that you will he watching, Think of things that could happen next and why. Alter you watch the next segment of the video, determine if your prediction was right or wrong and circle yes or no. Prediction I:,
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Were you Right? s Predi cli on ;2

No

Were you Right? Prediction #3

Yes
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Were von Right?

Yes

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I)ircctions: Make a prediction at a given point in the video that you will be watching. Think ot things that could happen next and why. Alter you watch the next segment of the video, determine ilyour prediction was right or rong and circle yes or no.

Prediction l:
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UaOtS
-...

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liL tocti liD 4

\\crc \ou Rnihi

No
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Prediction

tr2:

.J

Were von Right? Prediction

No

Were you Right? es

No

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