Introduction
Do you know everything there is to know about rain? Where it comes from, what happens to it once it hits the ground, how does it get back up in the clouds? No?
Well you're in luck! The meteorologist from the Weather Channel is looking for their next Precipitation Specialist and they think it could be you!
Task
All you need to do is explain the water cycle in the most creative way possible
Take a quick glance at the journey that occurs and quickly become an expert!
The task is to become experts on every stage of the water cycle.
In each group there will be four experts.
- Evaporation
- Condensation
- Precipitation
- Collection
Each expert will analyze their specific area and then report back their findings to the group.
Take notes on:
*The process that occurs
*Why it happens
*Where does it come from
*What is the next step
It is then up to the group to present the Water Cycle in the most creative way possible to become the next Precipitation Specialist.
Remember your spot will be filmed for a chance to be on the Weather Channel! This is a huge audition!
Requirements:
*Use a model that displays the water cycle
*Must be 1 minute long
*Each person must have a speaking part
Process
Evaporation Expert: Your job is to find out everything there is to know about evaporation! This is a good website to check out!
www.chem4kids.com/files/matter_evap.html
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Condensation Expert: Your job is to find out everything there is to know about condensation! This is a good website to check out!
http://www.seametrics.com/water-cycle-guide
Scroll to condensation!
_____________________________________________________________________________________
Precipitation Expert: Your job is to find out everything there is to know about precipitation! This is a good website to check out!
http://www.kidsgeo.com/geography-for-kids/0111-precipitation.php
_____________________________________________________________________________________________
Collection Expert:Your job is to find out everything there is to know about collection! This is a good website to check out!
http://www.seametrics.com/water-cycle-guide
Scroll down to collection
****After each expert has gathered information this worksheet may be helpful! ****
Now it is time to create! Tell in your own words what actually happens in the water cycle in a song, dance, skit, or power point presentaion to give a few examples. Use a model to help explain the water cycle!
Use your creativity!
Evaluation
|
| CATEGORY | 4 | 3 | 2 | 1 |
| Preparedness | Student is completely prepared and has obviously rehearsed. | Student seems pretty prepared but might have needed a couple more rehearsals. | The student is somewhat prepared, but it is clear that rehearsal was lacking. | Student does not seem at all prepared to present. |
| Enthusiasm | Facial expressions and body language generate a strong interest and enthusiasm about the topic in others. | Facial expressions and body language sometimes generate a strong interest and enthusiasm about the topic in others. | Facial expressions and body language are used to try to generate enthusiasm, but seem somewhat faked. | Very little use of facial expressions or body language. Did not generate much interest in topic being presented. |
| Speaks Clearly | Speaks clearly and distinctly all (100-95%) the time, and mispronounces no words. | Speaks clearly and distinctly all (100-95%) the time, but mispronounces one word. | Speaks clearly and distinctly most ( 94-85%) of the time. Mispronounces no more than one word. | Often mumbles or can not be understood OR mispronounces more than one word. |
| Model | Student uses model that show considerable work/creativity and which make the presentation better. | Student uses model that shows considerable work/creativity and which make the presentation better. | Student uses model which makes the presentation better. | The student uses no model chosen detract from the presentation. |
| Vocabulary | Uses vocabulary appropriate for the audience. Extends audience vocabulary by defining words that might be new to most of the audience. | Uses vocabulary appropriate for the audience. Includes 1-2 words that might be new to most of the audience, but does not define them. | Uses vocabulary appropriate for the audience. Does not include any vocabulary that might be new to the audience. | Uses several (5 or more) words or phrases that are not understood by the audience. |
| Content | Shows a full understanding of the topic. | Shows a good understanding of the topic. | Shows a good understanding of parts of the topic. | Does not seem to understand the topic very well. |
| Collaboration with Peers | Almost always listens to, shares with, and supports the efforts of others in the group. Tries to keep people working well together. | Usually listens to, shares with, and supports the efforts of others in the group. Does not cause \"waves\" in the group. | Often listens to, shares with, and supports the efforts of others in the group but sometimes is not a good team member. | Rarely listens to, shares with, and supports the efforts of others in the group. Often is not a good team member. |
Conclusion
Thank you for your submission to the Weather Channels next meteorologist! We will be in touch within the next two weeks to release our finalists!
Teacher Page
CCSS.ELA-LITERACY.SL.4.4
Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.
MS ESS2-4. Develop a model to describe the cycling of water through Earth's systems driven by energy from the sun and the force of gravity.
