Learning Exercise
Language Arts and Science with NASA: THE WATER CYCLE(GRADE 5)
This lesson is about the water cycle. It also teaches research and site reliability. Finally, it addresses essay writing.
Course: 5th Grade Multiple Subjects
- Material:
- NASA RESOURCE DRIVEN INSTRUCTION: THE WATER CYCLE
- Date last modified:
- July 7, 2005
- Created by:
- Dr. Troy Tenhet
- License:
-
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This is a great website from NASA. It is effective and easy to follow. Be sure and explore the different links. see more
Exercise
Grade Level: Fifth Grade
Lesson Title: The Water Cycle
Objectives: 1. Students will be able to define the water cycle. 2. Students will
know that water evaporates. 3. Students will use different websites for
research and will discuss site reliability. 4. Students will write a
multi-paragraph essay.
CDE Science: Earth Sciences 3b: Students know when liquid water evaporates, it
turns into water vapor in the air and can reappear as a liquid when cooled or as
a solid if cooled below the freezing point of water.
CDE Language Arts: 1.0 Writing Strategies: Students write clear, coherent, and
focused essays. The writing exhibits the students' awareness of the audience and
purpose. Essays contain formal introductions, supporting evidence, and
conclusions. Students progress through the stages of the writing process as
needed. Organization and Focus: 1.1 Create multiple-paragraph narrative
compositions: 1a. Establish and develop a situation or plot. 1b. Describe the
setting. 1c. Present an ending.
NETS: #1: Use keyboards and other common input and output devices (including
adaptive devices when necessary) efficiently and effectively. #5: Use technology
tools (e.g., multimedia authoring, presentation, Web tools, digital cameras,
scanners) for individual and collaborative writing, communication, and
publishing activities to create knowledge products for audiences inside and
outside the classroom. #10: Evaluate the accuracy, relevance, appropriateness,
comprehensiveness, and bias of electronic information sources.
Website: http://earthobservatory.nasa.gov/Library/Water/
Anticipatory Set: Students will visit site at
http://observe.arc.nasa.gov/nasa/earth/hydrocycle/hydro1.html
Critical Teacher Tasks: 1. Facilitate discussion. 2. Instruct as a writing
project. 3. Assess as needed to drive instruction. 4. Monitor the use of the
Internet. 5. Instruct on the use of Word. 6. Discuss the reliability of the
sites.
Critical Student Tasks: 1. Actively question the instructor. 2. Use the Internet
in a responsible manner. 3. Write down observations in science journal. 4. Work
collaboratively with peers. 5. Discuss reliability of websites. 6. Take notes.
7. Type results of studies and present them. 8. Put notes into science journal
as well.
Assessment: Informal as needed with observations by teacher during class time.
Formal with the effort and achievement rubric. Copyright 2004 Troy Tenhet Jr.
Lesson Title: The Water Cycle
Objectives: 1. Students will be able to define the water cycle. 2. Students will
know that water evaporates. 3. Students will use different websites for
research and will discuss site reliability. 4. Students will write a
multi-paragraph essay.
CDE Science: Earth Sciences 3b: Students know when liquid water evaporates, it
turns into water vapor in the air and can reappear as a liquid when cooled or as
a solid if cooled below the freezing point of water.
CDE Language Arts: 1.0 Writing Strategies: Students write clear, coherent, and
focused essays. The writing exhibits the students' awareness of the audience and
purpose. Essays contain formal introductions, supporting evidence, and
conclusions. Students progress through the stages of the writing process as
needed. Organization and Focus: 1.1 Create multiple-paragraph narrative
compositions: 1a. Establish and develop a situation or plot. 1b. Describe the
setting. 1c. Present an ending.
NETS: #1: Use keyboards and other common input and output devices (including
adaptive devices when necessary) efficiently and effectively. #5: Use technology
tools (e.g., multimedia authoring, presentation, Web tools, digital cameras,
scanners) for individual and collaborative writing, communication, and
publishing activities to create knowledge products for audiences inside and
outside the classroom. #10: Evaluate the accuracy, relevance, appropriateness,
comprehensiveness, and bias of electronic information sources.
Website: http://earthobservatory.nasa.gov/Library/Water/
Anticipatory Set: Students will visit site at
http://observe.arc.nasa.gov/nasa/earth/hydrocycle/hydro1.html
Critical Teacher Tasks: 1. Facilitate discussion. 2. Instruct as a writing
project. 3. Assess as needed to drive instruction. 4. Monitor the use of the
Internet. 5. Instruct on the use of Word. 6. Discuss the reliability of the
sites.
Critical Student Tasks: 1. Actively question the instructor. 2. Use the Internet
in a responsible manner. 3. Write down observations in science journal. 4. Work
collaboratively with peers. 5. Discuss reliability of websites. 6. Take notes.
7. Type results of studies and present them. 8. Put notes into science journal
as well.
Assessment: Informal as needed with observations by teacher during class time.
Formal with the effort and achievement rubric. Copyright 2004 Troy Tenhet Jr.
Additional Information: http://rubistar.4teachers.org/index.php