Introduction
Introduction
You're preparing for an internship as a meteorologist educator. You will be traveling to different 4th grade classes to discuss the water cycle and how water is recycled by natural processes on Earth, specifically related to the processes of evaporation, condensation, precipitation, runoff, and groundwater. After looking through the various online sites that I have provided for you, your group will gather information related to these processes and use it for your presentations. You must work with your group to prepare either a short video, song, online presentation, or an online poster that explains how these processes work.
Task
Task
You will be required to present about the various processes of the water cycle to other 4th grade classes, specifically pertaining to evaporation, condensation, precipitation, runoff, and groundwater. In order to give them the best information you can you will be required to research each of the processes before completing your presentations. You will go on a self-guided tour through the pre-selected websites to either read about your process, watch short videos about your process, or analyze illustrations of the process. Remember to document your findings in your science journal because you will be using your information later on in your creatively chosen presentation. Each member in the group will be required to research a different process and take meaningful notes about their process. Upon completion of your individual research, your group will combine your notes in order to develop your final presentation. Each group presentation will be graded according to the rubric provided in this Webquest.
More details about where to find your information and what you should be looking for can be found in the process section of this Webquest.
Process
Process
Below are the different processes of the water cycle. All members of the group are required to complete the first step. Next, as a group you will decide which process each member will look closer at. After you have chosen your process you may visit the pre-selected websites to gather information and take notes. The information you each gather will be used in your final presentations. Be sure to take good notes in your science journals of what you found during your research. At the end of this page you will see the instructions for creating your final presentations. Remember to be creative and have fun!
Step 1: (All group members)
Before you begin your research on the processes, let’s be reminded of what the Water Cycle is like. Everyone take a look at the site below by analyzing the diagram and reading the facts on the sides. After you complete that you may answer the following question in your science journal:
Everyone click here first: http://www.sciencekids.co.nz/sciencefacts/weather/thewatercyclediagram.html
Answer in your journal:
In your own words, what is the best way to describe the “Water Cycle?” Thinking about this diagram and the facts that went with it, what do you think it means that water is recycled?
Step 2:
Each member in the group should choose a process they want to learn more about. You will be required to visit the sites selected for you and answer the questions that go with it in your science journal.
1. Evaporation
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You will explore evaporation by clicking the sites below and learning more about it.
Click: http://dnr.wi.gov/org/caer/ce/eek/earth/groundwater/evap.htm
http://www.teachertube.com/video/evaporation-145590
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While you’re visiting your sites think about how this process works and how it relates to the water cycle. Make sure you write down what you have learned in your science journal.
2. Condensation
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You will explore condensation by clicking the sites below and learning about how important it is to the water cycle and more about it.
Click: http://water.usgs.gov/edu/watercyclecondensation.html
http://studyjams.scholastic.com/studyjams/jams/science/ecosystems/water-cycle.htm - While watching this short video pay close attention to the segments on condensation.
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While you visit these two sites think about why condensation is so important to the water cycle and describe how it works in your science journal.
3. Precipitation
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You will explore precipitation by clicking the sites below and learning more about it.
Click: https://www3.epa.gov/safewater/kids/flash/flash_watercycle.html - After you get to this site click “R is for Rain”
http://www.kidsgeo.com/geography-for-kids/0114-precipitation-types.php - After reading the 1st page labeled precipitation be sure to click the link ‘next’ at the bottom of the page for the next 5 screens and read about each form of precipitation.
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While you’re visiting your sites think about how this process works and how it relates to the water cycle. Make sure you write down what you have learned in your science journal.
4. Runoff
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You will explore runoff by clicking the sites below and learning more about it and how it can affect the earth.
Click: http://www.eschooltoday.com/water-cycle/what-is-runoff-in-water-cycle.html
https://www.youtube.com/watch?v=al-do-HGuIk - please let the video load and watch the section from 3:51 - 4:05.
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After reading about runoff and watching the section of the video, think about what runoff is, how it forms, and what could happen as a result of it. Be sure to record this information in your science journal.
5. Groundwater
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You will explore groundwater by clicking the sites below and learning more about it and how it
Click: http://www.groundwater.org/get-informed/basics/groundwater.html - read through all of page 1 and click read more to read through the 2nd page.
https://www.youtube.com/watch?v=lC6BR7vYS28
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After learning more about groundwater, think about where it comes from and the effects humans have on it. Write about your findings in your science journal.
Step 3:
Now that you have each become an expert in your process, it’s time to start preparing your presentations. Think about which creative style you would like to use and have fun. The better your version of the water cycle is the more those 4th grade students will learn!
Be sure to use one of the sites we have been working with this school year for your final project.
Video Group - https://www.educreations.com/lesson/studio/
Song Group - https://www.soundtrap.com/studio/
Online Presentation - https://www.google.com/slides/
Online Poster - https://www.glogster.com
Evaluation
Evaluation
I will be using the Rubric below to grade your individual science journal work and final group presentations. We will meet to discuss your findings from the sites you visited and how your contributed to the final project presentation.
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Exceeds Standards (4) |
Meeting Standards (3) |
Approaching Standards (2) |
Below Standards (1) |
|
Content (Individual) |
All questions were answered with many facts and details. Incorporated information from both sites. |
All questions were answered with few facts and details. Incorporated information from both sites. |
Only part of the questions were answered with some facts and details. Incorporated information from 1 site. |
Little to no response to questions. Incorporated information from 1 or no sites. |
|
Organization (Final Project) |
The project is clear, well done, has no errors, and incorporates facts from all group members processes. |
The project is somewhat clear, well done, has few errors, and incorporates facts from all group members processes. |
The project is somewhat clear, has some errors, and incorporates facts from some group members processes. |
The project is unclear, has many errors, and doesn’t incorporate facts from group members processes. |
|
Creativity (Final Project) |
Group members mastered the use of online creativity tool and were creative in recreating the water cycle. |
Group members grasped the use of the online creativity tool and were creative in recreating the water cycle. |
Group members had some difficulty with the use of online creativity tool and used little creativity in recreating the water cycle. |
Group members could not use online creativity tool and little to no thought was put in to recreating the water cycle. |
|
Presentation |
All group members mastered the knowledge of the water cycle, speak clearly, and all participated. |
All group members showed knowledge of the water cycle, speak clearly, and all participated. |
Some group members showed knowledge of the water cycle, members seemed unsure when speaking, not all participated. |
Group members showed no knowledge of the water cycle, hard to understand, little to no participation by group members. |
Conclusion
Conclusion:
So how does it feel to be able to teach fellow 4th graders about how the very water we have on earth today is the same water that was here millions of years ago? All thanks to the amazing water cycle for recycling our water we use daily through natural processes.
Credits
Webliography
Reaction site:
http://www.sciencekids.co.nz/sciencefacts/weather/thewatercyclediagram.html
All students will visit this site which depicts a very detailed look at the water cycle. Students will look at the facts in the side bars and all be required to write their own definition of the water cycle based on what they read and looked at.
Information sites:
http://dnr.wi.gov/org/caer/ce/eek/earth/groundwater/evap.htm
Evaporation site for individual group member to read about evaporation and take notes about this process and how it works.
http://www.teachertube.com/video/evaporation-145590
Evaporation video for individual group member to watch about the process of evaporation and take notes about this process and how it works.
https://www3.epa.gov/safewater/kids/flash/flash_watercycle.html - After you get to this site click “R is for Rain”. This is a brief animated site an individual group member will visit to gather information about precipitation.
http://www.kidsgeo.com/geography-for-kids/0114-precipitation-types.php
This site will be used by an individual group member to learn more about precipitation and various different forms it can be in. The students will click next at the bottom of the screen 5 times in order to read more about hail, freezing rain, sleet, snow and rain.
http://water.usgs.gov/edu/watercyclecondensation.html
This site will be used by an individual group member to read about the importance of condensation on the water cycle and a detailed description of what it is.
http://studyjams.scholastic.com/studyjams/jams/science/ecosystems/water-cycle.htm
Individual group member will view this video focusing on the information about condensation in order to get a clearer understanding of what it is and why it is so important to the water cycle.
http://www.eschooltoday.com/water-cycle/what-is-runoff-in-water-cycle.html
Individual group member will use this site to read about runoff and use the information to think about what part it plays in the water cycle and how it can affect the earth.
https://www.youtube.com/watch?v=al-do-HGuIk
Individual group member will watch a piece of this video from 3:51-4:05 to view what runoff is like.
http://www.groundwater.org/get-informed/basics/groundwater.html
Individual group member will click through two pages on this site, reading through what groundwater is used for and how it is created.
https://www.youtube.com/watch?v=lC6BR7vYS28
Individual group member will watch this animated video about groundwater, where it comes from and the effects humans have on it.
Process Sites:
https://www.educreations.com/lesson/studio/
Groups can use this site to create their video
https://www.soundtrap.com/studio/
Groups can use this site to create their song. They can record it first, import it and then add different effects to it.
https://www.google.com/slides/
Groups can use this site to create an online presentation.
Groups can use this site to create an online poster.
Teacher Page
Teachers Page
Here is the lesson plan for the Water Cycle Webquest. This page was desinged to provide teachers with an overview of the purpose, objectives, standards addressed, description of the quest, and how students will be assessed in this Webquest.
Purpose
This Water Cycle Webquest was desinged for students to learn more about the individual processes of the water cycle and the roles each play a part in having our water on earth recycled. In this quest, students will individually explore the 5 parts of the water cycle and create an online presentation as a group at the end of the quest to present to the class.
Rationale
The water cylce is an important part of the earth's processes. Students need to know each step, the process it goes through, and how the water cycle is important to the earth.
Learner Description
This Webquest was designed for 4th grade students learning about the water cycle.
Prerequisites
Students that complete this Webquest will have already discussed water cycles as a whole. They also will have used the online presentation tools mentioned for the group projects ahead of time.
Instructional Objectives
As a result of completing this Webquest, the learner will be able to:
- Explain each step of the water cycle.
- Tell how it is important to the earth.
- Describe how the earth's water is recycled.
Standards Addressed
Science
2.1c - Water is recycled by natural processes on Earth.
-evaporation: changing of water (liquid) into water vapor (gas)
-condensation: changing of water vapor (gas) into water (liquid)
-precipitation: rain, sleet, hail, snow
-runoff: water flowing on Earth’s surface
-groundwater: water that moves downward into the ground
ELA/Literacy
RI.4.3: Explain events, procedures, ideas, or concepts in a historical, scientific or technical text, including what happened and why, based on specific information in the text.
RI.4.4: Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a Grade 4 topic or subject area.
RI.4.7: Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.
W.4.2: Write informative/explanatory texts to examine a topic and conve ideas and information clearly.
W.4.4: Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.
W.4.6: With some guidance and support from adults, use technology, including the internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command keyboarding skills to type a minimum of one page in a single sitting.
SL.4.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on Grade 4 topics and texts, building on other’s ideas and expressing their own clearly.
SL.4.3: Identify the reasons and evidence a speaker provides to support particular points.
Grade 4-Information Fluency Continuum-Benchmark Skills
Standard 1-Using inquiry to build understanding
Investigate
-Uses pre-selected Web resources to locate information.
-Uses skim/scan to locate information that is appropriate to age and ability level.
-Uses various notetaking strategies.
-Paraphrases, summarizes information that answers research questions.
-Follows a model or template provided to complete inquiry project and follows a timeline.
Express
-Uses pre-writing to brainstorm ideas for most effective way to present conclusions.
-Drafts the presentation/product.
-Understands that concept of “audience”; determines audience before creating product.
Reflect
-Identifies and evaluates the important features for a good product.
-Assesses and revises own work with guidance.
-Identifies own strengths and sets goals for improvement.