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What Makes Water so Special? MST-NYC Inquiry Unit

Professor Petruso -O’Connor Pedagogy II Spring 2013. What Makes Water so Special? MST-NYC Inquiry Unit. By: Marta Osorio & Olunife Ojediran. Table of Contents. Title Slide MST-NYC Inquiry Unit Overview……………………………………………………....3

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What Makes Water so Special? MST-NYC Inquiry Unit

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  1. Professor Petruso-O’Connor Pedagogy II Spring 2013 What MakesWater so Special?MST-NYC Inquiry Unit By: Marta Osorio & Olunife Ojediran

  2. Table of Contents TitleSlide MST-NYC Inquiry Unit Overview……………………………………………………....3 Lesson 1: Drinking Water!!..................................................4-14 Lesson 2: What’s the Matter?? Solid, Liquid and gas…………………....…15-25 Lesson 6: What goes up MUST come down, The Water Cycle………..26-35 Filamentality………………………………………………………………………………….…36-38

  3. MST-NYC Inquiry Unit Overview

  4. Lesson 1Drinking Water!!

  5. Lesson Summary

  6. Standards

  7. Behavioral Objectives

  8. Sample Student Activities

  9. Assessment

  10. Lesson 2 What’s the Matter?Solid, Liquid & Gas

  11. Lesson 2Summary • The teacher will begin by asking students to write on a post it note, three examples of an object that is a solid, liquid, and gas. • Teacher will then read Water, Water Everywhere by Cynthia OverbeckBix. • Students will complete a scavenger hunt activity. • Students will watch some interactive videos. • The teacher will review a few the vocabulary words for this lesson.

  12. Behavioral Objectives • To name three examples for each one of the states of matter (solid, liquid and gas) • To identify correct information about states of matter in an online scavenger hunt. • To create a line graph representing the melting points of five solids (Lime lolly, chocolate, butter, candle wax, and aluminum).

  13. Bloom’s Taxonomy & G.M.I • Bloom’s Taxonomy: Comprehension, Application, and Analysis • Gardner’s Multiple Intelligences: Visual/Spatial, Linguistic, and Musical

  14. Sample Student Activities Motivational activity

  15. Scavenger Hunt

  16. Assessment

  17. Lesson 6What goes up Must come down, The Water Cycle

  18. Lesson 6 Summary • Teacher will begin a KWL chart, and record student responses about the water cycle. • Students will watch a motivational videos about the water cycle. • Teacher will read the book Water Dance by Thomas Locker. • Students will work to create their own models of the water cycle. • Students will respond to inquiries like; • How does water change? • How does water move? • How does life depend on water? • How does the sun affect water ? • How do we participate in the water cycle process?

  19. Behavioral Objectives • To describe the flow of the water cycle. • To create a small-scale model of the water cycle, and explain the relationship between precipitation, condensation, and evaporation. • To identify correct answers on in-class questionnaire.

  20. Bloom’s Taxonomy & G.M.I • Bloom’s Taxonomy: Knowledge, Comprehension, and Application • Gardner’s Multiple Intelligence(s): Visual/Spatial, Linguistic, and Musical. • Children’s Literature: Water Dance, by Thomas Locker.

  21. Motivational Activity http://studyjams.scholastic.com/studyjams/jams/science/ecosystems/water-cycle.htm Website overviewThis video teaches students about the water cycle. It addresses questions students might have, and through sing-along songs, videos, vocabulary words, and quizzes, students will better understand the water cycle. The video includes animated characters that interact and use student friendly explanations. As students watch the videos the lyrics are also provided on screen to support each student’s need.

  22. Sample Student Activities

  23. Assessment

  24. What makes Water SpecialFilamentalityWebpage

  25. Filamentality Rationale

  26. Thank You!!! The End….

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