New York State Academy for Teaching and Learning Learning Experience/Information Form (FINAL: 5/1/12)

NAME: LOCATION: E-MAIL: Karissa Revell Lockport, NY krevell@daemen.edu Student Teacher Grade 1 Tonawanda Central Nicole Caputi 130 Syracuse Street Tonawanda, NY 14150 SCHOOL PHONE: 716-694-6805

CURRENT TEACHING POSITION: SCHOOL DISTRICT: COOPERATING TEACHER: SCHOOL ADDRESS:

Title of Learning Experience: The Water Cycle Grade Level: NYS Standard: Domain: One Science Physical Setting (4)

Standard: 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. 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 Describe the relationship among air, water, and land on Earth 2.1c- Water is recycled by natural processes on Earth. Common Core Standard: English Language Arts

SL.1.5. Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings. Peer Review Date: March 27, 2012 Peer Review Focus Question: How can the children be more involved and engaged in this science LE (learning experience)?
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Learning Context

Purpose/Rationale: Water is a vital resource and the water cycle shows how water is recycled through our environment. All of Earth's inhabitants including plants, humans, and animals require some kind of use of water. The water cycle is important to students because it shows one of the major cycles and is a great base to introduce many geological and biological concepts. Knowledge of the water cycle will help students better understand how the environment works. Enduring Understanding: Water circulates through a continuous cycle.

Essential Question: What are the four phases of the water cycle?

Guiding Questions: Why is it important to know that water is recycled? Does the earth have more or less water now than 1,000 years ago? From where does water that is on the ground come? What causes the water to rise and convert to a gas? What causes puddles to disappear? Why is water such a vital resource?

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Key Vocabulary

Ground water- water found on the ground e.g. oceans, lakes, rivers, ponds. Evaporation- when water converts into a gas. Condensation- takes place when water vapor in the air converts from a gas, back into a liquid form. Precipitation- takes places when water condensation becomes sufficient that water droplets are heavy enough to fall back to the surface of the Earth e.g. rain, snow, hail. Sun- a large celestial body in the sky that projects heat and light.

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Congruency Table
Grade level: One NYS Learning Standard: Science Domain: Physical Setting (4) Standard: 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. 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 Describe the relationship among air, water, and land on Earth 2.1c- Water is recycled by natural processes on Earth. Instructional Task Learning Objective Student Work Assessment Tool The learner will label Independently, the On a worksheet, the Pre-post assessment: the diagram of the student will be able to student will label the Students will identify water cycle which correctly label the different water cycle the different phases shows how water on water cycle diagram phases, using the of the water cycle in with an available word bank. the correct location Earth is recycled. word bank. on The Pre-Post Assessment1.

Independently with minimal guidance, the student will illustrate the natural process of water being recycled on Earth.

Independently, the student will be able to draw an illustration of the water cycle, along with placing labels in the correct location.

On construction paper, the student will independently draw an illustration of the water cycle and label the phases using the correct terminology.

The Water Cycle Poster Rubric2 will be used to assess the students ability on the following attributes: -Correct labels of the different phases -Title the illustration as The Water Cycle -Neatness and completeness

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The Pre-Post Assessment is found on Appendix D The Water Cycle Poster Rubric is found on Appendix F

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Common Core Learning Standard: Domain:

English Language Arts Speaking and Listening

SL.1.5. Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.

Instructional Task With some assistance, the students will identify and define vocabulary words related to the recycling of water on Earth.

Learning Objective With some assistance, the student will be able to orally state the definitions of several vocabulary words related to the water cycle.

Student Work Prompts for where the teacher should place the labels on the water cycle exemplar.

Assessment Tool Informal observation through students stating definitions and prompting the teacher with the labeling of the water cycle exemplar.

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Class Background

This Learning Experience occurred within a first grade classroom at Mullen Elementary in the Tonawanda Central School district. The general education teacher is Miss Caputi. She has been teaching first grade for three years; she has taught third and fifth grade in her prior years. There are 17 children in the classroom; 7 boys and 10 girls. There are a number of students who are pulled for Math, Speech, Reading Recovery, and OT throughout the day. Therefore, the teacher must strategically lesson plan in order to have whole group instruction. This Learning Experience includes all 17 students.

Overview of What Students Need to Know

Prior to Implementation: Know water is recycled.

During Implementation: Recognize the pictures of the four phases in the water cycle ground water, evaporation, condensation, and precipitation.

After Implementation: Know the definitions of ground water, evaporation, condensation, and precipitation. Can list several forms of precipitation. Know water is a reusable resource. Know water converts into several forms- liquid and gas (solid is not applicable in the LE).

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Assessment Plan

Diagnostic The children are minimally introduced to the water cycle prior to the LE through nonfiction books during guided reading centers. In the beginning of the LE, they are given a pre-assessment to see what they have learned during guided reading. The pre-assessment is a simple worksheet which includes a diagram of the water cycle. The children use the word bank to fill in the given spaces on the diagram. The strategy expected from the children includes reading the words in the word bank and relate them to the pictures in the diagram. In example, a word is ground water and there is a picture of water on the bottom of the diagram. The students are expected to use their best judgment. Formative In whole group, we complete numerous activities on the Promethean Board. There are several pages where the children come to the board and use the pen on their own. In doing this, it allows the student to think on his own and learn as he has fun being the teacher. For example, the activity involves the student dragging several pictures into the correct order in a water cycle diagram. If a student has a difficult time, the child is able to ask a friend to come to the board and assist. Summative The summative assessment allows the student to show me what they know about the water cycle. Independently, the children create an illustration of the water cycle using construction paper, crayons, cotton balls, and labels. Once the teacher exemplar is presented, the children are able to create their own water cycle. The children are given instructions in creating the water cycle. However, they are to figure out where to illustrate certain phases and to label accurately. During the assessment, they are being reminded of The Magic School Bus: All Wet video we watched. The video is an excellent way to show the phases of the water cycle. The Water Cycle Poster Rubric3 is used to score the assessment.

The Water Cycle Poster Rubric is found on page 8 and Appendix F

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The Water Cycle Poster Rubric Name: ________________________________________________________

Accuracy

______/ 3 point Labels ______/ 3 point Neatness and Completeness ______/ 3 points

The water cycle diagram has all 4 labels in the correct location. The diagram is completely labeled and includes a title. The student fully completed the diagram and the illustrations are recognizable.

The water cycle diagram has 2-3 labels in the correct locations. The diagram has all the labels OR the diagram has a title. The student missed a phase in the diagram OR the illustrations are a little messy.

The student has 1 or less labels in the correct locations.

The diagram does not have labels or a title. The student did not complete the water cycle diagram correctly and the illustrations are messy.

Total: ________/ 9 points Comments:

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Student Work

17 students overall in a first grade classroom. All 17 students are assessed for The Water Cycle LE due to science scheduled at the end of the school day. All pull-outs are done for the day.

Classification of student work from the Pre-Post Assessment: Distinguished Students receive a score of four Proficient Students receive a score of two to three. Developing Students receive a score of zero to one.

Distribution: Pre-Assessment Classification Distinguished Proficient Developing Number of Students 7 5 5 % of Students 41.2% 29.4% 29.4%

Distribution: Post-Assessment Classification Distinguished Proficient Developing Number of Students 14 2 1 % of Students 82.3% 11.8% 5.9%

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Classification of the student work from the Water Cycle Poster Assessment: Distinguished Student receives a rubric score of three. Proficient Student receives a rubric score of two. Developing Student receives a rubric score of one.

Classification Distinguished Proficient Developing

Number of Students 11 5 1

% of Students 64.7% 29.4% 5.9%

16 14 12 10 8 6 4 2 0 Distinguished

Pre-Post Assessment Data

Pre-test Post-test

Proficient

Developing

Conclusion

The data graph represents the progression of students as they completed the last day of the LE with a post-assessment. At the beginning, the students are tested on what they already know about the water cycle. According to the data collection, the students were not too familiar with the water cycle. However, by the end of the water cycle LE, the childrens understanding of the material grew extensively. The student, in which has mild LDs, who remained at the developing stage at the end shows great improvement.
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Procedure

Objectives: The learner will be able to describe the stages in the water cycle (groundwater, evaporation, condensation, and precipitation). The learner will be able to illustrate the water cycle and label the four stages of the water cycle. Activate and Assess Prior Knowledge: o Prior to gym, the students complete the pre-assessment worksheet: Pre-Post Assessment4. It is treated like a test and all students complete it independently. o The students are asked, What causes puddles to disappear? and they are allotted two minutes to put their heads down and think. Then, the students take turns responding to the question one after another. Anticipatory Set: o First, there is a discussion involving the disappearance of puddles. Then, the students are asked how clouds are formed with a following discussion. Modeling: o Several activities on the Promethean Board are presented. o Groundwater, evaporation, condensation, and precipitation are thoroughly explained with great detail and real-life details. o A blue piece of construction paper, labels, and a cotton ball are distributed. o The teacher exemplar is presented with specific instructions as the first portion (groundwater) of the water cycle poster is being completed. o Model the directional arrows, labeling, and neatness of illustrations. Guided Practice: o The students see how the various Promethean Board activities are completed as the class does them in whole group instruction. o As the students gather materials for the water cycle poster, the teacher and students complete the illustration and labeling for groundwater together. In doing this, the students will have a great start and are going to know where to go next and what to do. Independent Practice: o Once the students are assisted with the first step of the water cycle poster, the students are given the remainder of the school day to finish the poster, since the science LE occurred at the end of the school day.
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Pre-Post Assessment is found in Appendix D

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o At the end of the day, the students are given time to complete practice activities related to the water cycle on the Promethean Board. Closure: o The students are asked what they learned about the water cycle. In addition, some students are chosen to present their water cycle poster. o The students are allowed to redo water cycle activities on the Promethean Board as they wait for their buses to be called. *Technology Portion* o The students participated in Promethean Planet activities on the Promethean Board during day-one of the Learning Experience. All students actively participated within the activities several times. In addition, the students watched The Magic School Bus: Well All Over on the Promethean Board during day-two of the LE.

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Resources

Technology
o To practice the order of the different phases of the water cycle, the students complete several pages of Promethean Planet activities. o http://www.prometheanplanet.com/en-us/Search/resources/country/unitedstates/language/english/?Keywords=the+water+cycle&SortField=relevance o This activity is completed during the lesson. In addition, the students are able to play with the activities once they are prepared to leave to go home. o The students know how to navigate to the several activities and how to complete the pages through modeling during the lesson. o On the second day of instruction, the children watch The Magic School Bus: Wet All Over, which shows the water cycle in a simple manner for young children (via unitedstreaming.com). o http://player.discoveryeducation.com/index.cfm?guidAssetId=7465fd96-a9814edc-b996-d40e8cb6b2ec

References
o www.prometheanplanet.com o www.unitedstreaming.com o The Magic School Bus: Wet All Over by Pat Relf o The book is available for students to peruse during free time.

Materials
o o o o o Construction paper Scissors Glue Pencils/Crayons Cottons balls

Supplies
o Labels (groundwater, evaporation, condensation, and precipitation) o Teacher Exemplar5

Teacher Exemplar is found on Appendix E.

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Instructional and Environmental Modifications

This Learning Experience can be modified in order to create more student engagement within the classroom. In addition, this particular LE is altered in order to meet various learning styles of the 17 students. The Water Cycle Lesson Modifications Modification Type Environment/Management Specific Modification Seating arranged closer to the Promethean Board Rationale With seating arranged closer to the board, the students can be more engaged and focused. Benefits The students have a better view of the materials being taught and the students are more involved within the lesson. -Other students will have a chance to be called on and be involved within the lesson. In having exploration, the students have a reallife experience and the students can fully understand the concepts being taught. -The students are able to remember the different phases of the water cycle
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-Use of behavioral management technique: stop light behavior chart. Instructional Student exploration with real evaporation, condensation, and precipitation.

-In using the technique more often, students are more likely to raise hand, oppose to talking out. The students can have a better understanding of the different phases of the water cycle.

-Integration of student movement

-The students engage with movement, opposed to sitting in desks for an entire

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lesson.

Material

-Working on pre-post assessment individually, yet filling in blanks one at a time with all students Additional vocabulary words within the post assessment -Additional vocabulary within the water cycle poster

Tasks

Listening to teacher and classmates

-The students are not confused and overwhelmed if the blanks are filled in one by one, with entire class. Additional vocabulary (such as sun and cloud) makes the post assessment more challenging. -Adding more vocabulary (such as sun and cloud) makes the illustrations more precise as to what the main vocabulary (groundwater, evaporation, condensation, and precipitation) words truly mean. Listening to teacher and classmates give the students complete instruction.

through acting out the motions (fluttering hands for precipitation, etc.) -The students will be more focused rather than trying to figure out where to begin.

The students have to use more critical thinking. -The students are able to be more precise within the poster, making the students learn more vocabulary.

In doing this, the students are able to complete the assessments without any unclear expectations.

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Time Required

Schedule: The Water Cycle Learning Experience is taught within an Earth science unit. It is most beneficial to teach this lesson once weather is exposed for the students to fully comprehend the concept. In addition, the unit can be taught in the following order to create a gradual lead to the water cycle: rotation vs. revolution of the earth, seasons, weather patterns/temperature changes, and then water cycle. Then, once the water cycle unit is completed, it would be best to end with the teaching of the Earths surface. The unit is implemented in the end of March due to the fact there is more precipitation as the year comes closer to spring. Planning: Preparation for this Learning Experience should be approximately two to three hours. An hour is needed for making copies of the pre-post tests, creating labels (groundwater, evaporation, condensation, and precipitation), along with gathering the materials for the water cycle poster (construction paper and cotton balls) In addition, time is needed to locate the video and the different promethean planet activities via the two websites6. Implementation: This lesson is based on three 45-minute science periods. Additional time may be needed to reinforce some concepts through the use of the promethean planet activities prior to the students departing for buses. Assessment: The scoring of the pre-post assessment takes approximately one minute per student. The scoring of the water cycle poster using the Water Cycle Poster Rubric7 takes approximately two to three minutes per student.

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Websites located on page 12. Water Cycle Poster Rubric is found on page 8 and Appendix F.

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Reflection

At Daemen College, I developed a Learning Experience based on the water cycle in Dr. Arnolds class, Teaching to the Standards, during my student teaching experience. I was able to meet my teaching objectives mainly in this placement at Mullen Elementary. I was able to full time teach for more than two weeks and it made me a greater teacher, in my opinion. In doing that, it made me realize the hard work that goes into teaching young children. Also, it was a great learning experience. This LE was a 3-day lesson and if I had time to extend it I would have. The water cycle is a very difficult concept for first grade students to comprehend, yet very crucial for the students to learn it through many different manners in order to accommodate the students various learning styles. Therefore, I would create at least a 5-day lesson for the water cycle. In one of the extra days, I would enable the students to explore the water cycle through the environment on a rainy day. The children would be allowed to explore with the water and take photographs. On another day, I would involve music and movement to the LE in order to accommodate students that learn best through music and movement. I would create a song with hand gestures or dance. In doing this, the students will be able to remember the water cycle through music and movement. I strongly believe in Howard Gardners Multiple Intelligences and I wish to use this theory as much as possible to ensure the greatest education for my students. In addition, I added a vocabulary word to the list on page 6 because the students kept gluing the poster labels on the sun. Therefore, the students comprehension of evaporation was a little fuzzy and if sun was defined, maybe the students would rethink about where to glue the label. Also, in the Teacher Exemplar8 I did not have labels for the children to see how to construct the diagram. The students were required to use the labels, according to the rubric and stated directions, in order to create a clear water cycle diagram. Therefore, I would recreate a Teacher Exemplar with the correct labels since the students were confused and many ended up writing in the vocabulary words, rather than using the correct labels. According to the data within the Pre-post Assessment Data chart9, the students achieved the objectives. The students grasped the concept of the water cycle. In addition to achieving those objectives, the students thoroughly enjoyed learning about it. I encouraged the students to ask questions and one student asked, Do we drink the same water dinosaurs used to drink? In asking this, next time I am going to read the story about us drinking the same water as dinosaurs
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Teacher Exemplar is found in Appendix E. Pre-post Assessment Data chart is found on page 10.

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due to the fact water is recycled. The students were interested in the entire lesson, which is great because the lesson prepares students for real-life experiences. The students will know what happens to puddles and what the steam is called when they lift the lid off of a boiling pot. The water cycle can be seen all the time, which makes this Learning Experience extremely important.

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Appendices

A. Classroom Rules B. Classroom Procedures C. Floor Plan D. Pre-Post Assessment E. Teacher Exemplar F. The Water Cycle Poster Rubric G. Student Sample #1- Distinguished Student H. Student Sample #2- Proficient Student I. Student Sample #3- Developing Student J. Parent Letter K. Warm and Cool Comments from Classmates

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Classroom Rules- Appendix A

Please 1. Keep hands, feet, and other objects to yourself.

2. Raise your hand and wait to be called on before speaking.

3. Have all eyes and ears on teacher when he/she is speaking.

4. Use quiet voices in the classroom.

5. Stay in the appropriate area at all times.

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Classroom Procedures- Appendix B

Miss Caputis first grade classroom procedures: 1. Morning work: The children know that once they hang up their bags and coats they need to sit down and complete the morning work on their desks. Also, they know to rotate on the two computers assigned for earobics. 2. Centers: The children keep track of the center they are at on their own. They have to flip the center cards for their group (listening, guided, writing, word work). 3. Transitions: The children know that when the teacher rings the chimes they are to pick up their materials and to move to their next center. 4. Lunch: The children know to sign up for lunch after they finish their morning work.

5. Lessons: Once a lesson begins, the children know to have the necessary materials on their desks and to keep their hands super-glued to their desks and chairs pushed in.

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Floor Plan- Appendix C

Buy SmartDraw!- purchased copies print this document without a watermark . Visit www.smartdraw.com or call 1-800-768-3729.

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Pre-Post Assessment- Appendix D

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Teacher Exemplar- Appendix E

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The Water Cycle Poster Rubric- Appendix F

The Water Cycle Poster Rubric Name: ________________________________________________________

Accuracy

______/ 3 point Labels ______/ 3 point Neatness and Completeness ______/ 3 points

The water cycle diagram has all 4 labels in the correct location. The diagram is completely labeled along with a title. The student fully completed the diagram and the illustrations are recognizable.

The water cycle diagram has 2-3 labels in the correct locations. The diagram has all the labels OR the diagram has a title. The student missed a phase in the diagram OR the diagram is a little messy.

The student has 1 or less labels in the correct locations.

The diagram does not have labels and a title. The student did not complete the water cycle diagram and it is messy.

Total: ________/ 9 points Comments:

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Student Sample #1- Distinguished Student- Appendix G

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The Water Cycle Poster Rubric-#1 Distinguished Student Name: ________________________________________________________

Accuracy

3/3 point Labels 3/ 3 point Neatness and Completeness 3/ 3 points

The water cycle diagram has all 4 labels in the correct location. The diagram is completely labeled along with a title. The student fully completed the diagram and the illustrations are recognizable.

The water cycle diagram has 2-3 labels in the correct locations. The diagram has all the labels OR the diagram has a title. The student missed a phase in the diagram OR the diagram is a little messy.

The student has 1 or less labels in the correct locations.

The diagram does not have labels and a title. The student did not complete the water cycle diagram and it is messy.

Total: 9/ 9 points Comments: Beautiful detailed illustrations! Also, the directions were perfectly followed with the title and labels presented. Excellent work!

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Student Sample #2- Proficient Student- Appendix H

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The Water Cycle Poster Rubric-#2 Proficient Student Name: ________________________________________________________

Accuracy

3/3 point Labels 2/3 point Neatness and Completeness 3/3 points

The water cycle diagram has all 4 labels in the correct location. The diagram is completely labeled along with a title. The student fully completed the diagram and the illustrations are recognizable.

The water cycle diagram has 2-3 labels in the correct locations. The diagram has all the labels OR the diagram has a title. The student missed a phase in the diagram OR the diagram is a little messy.

The student has 1 or less labels in the correct locations.

The diagram does not have labels and a title. The student did not complete the water cycle diagram and it is messy.

Total: 8/ 9 points Comments: Great illustrations! However, the labels were to be used for the four vocabulary words.

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Student Sample #3- Developing Student- Appendix I

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The Water Cycle Poster Rubric-#3 Developing Student Name: ________________________________________________________

Accuracy

2/3 point Labels 2/3 point Neatness and Completeness 2/3 points

The water cycle diagram has all 4 labels in the correct location. The diagram is completely labeled along with a title. The student fully completed the diagram and the illustrations are recognizable.

The water cycle diagram has 2-3 labels in the correct locations. The diagram has all the labels OR the diagram has a title. The student missed a phase in the diagram OR the diagram is a little messy.

The student has 1 or less labels in the correct locations.

The diagram does not have labels and a title. The student did not complete the water cycle diagram and it is messy.

Total: 6/9 points Comments: I think you may have been a little confused. Please see me for a follow-up mini lesson!

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Parent Letter- Appendix J

January 27, 2012 Dear Parents, Hello, my name is Karissa Revell and I am currently student teaching under the guidance of Nicole Caputi. I am a senior in Daemen Colleges Early Childhood Special Education Program. I have been in numerous different practicum placements which I feel have prepared me for working with your children during this final student teaching experience. I believe that children should learn through experience. I think that they are more able to grasp the concept that they are learning if they have access to hands-on manipulatives to aid in their learning. This will also help motivate the children to learn and help maintain their interest. During this experience, I will be planning and implementing a 2 week unit on wants vs. needs, running guided reading groups, developing and implementing on-going math and ELA lessons, teaching social studies or science lessons, taking the students to various specials, etc. I will be with Nicole until March 16, 2012 and I am extremely excited to be working with your children. Thank you, Karissa Revell

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Warm and Cool Comments from Classmates- Appendix K

Warm Relation to Learning Standards The use of two standards: Science and ELA The use of non-fiction literature

Cool Please consider asking the students what causes the process of the water cycle. Please consider having the guiding questions match the LE. Please consider using the term diagram in class. Please consider making the post assessment more challenging Please consider using an additional set of terms such as heart source, etc. Please consider having the students assess themselves with smiley faces. Please consider showing the completed rubrics. Please consider having students act out the water cycle through the use of hands Please consider having the students act out a molecular phase dance Please consider incorporating a poem into the lesson Please consider providing choice to write or use label. Please consider taking pictures and interacting with water sources Please consider the use of a video that shows water boiling or show it on a small scale.

Intellectual Challenge

Students were able to help guide learning through asking questions on the first day. The use of the term ground water to begin the lesson.

Assessment Plan

The use of the smiley face on the rubric was easy for the students to understand.

Engagement

Students were engaged through the use of a video. Students were able to use labels to match the key words to pictures Students were engaged through the use of a project. The use of hands-on activities to adjust to students needs The use of the Magic School Bus video to engage students Students were allowed to use interactive Promethean Board

Adaptability

Technology Intergration

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