Grade Level: 5 Unit Title



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Explain: The sun will help the evaporation happen at a faster rate. As the water vapor rises up to the plastic wrap it will cool and condense, clinging to the wrap. The weight will cause the water droplets to move to the center over top of the cup. Precipitation happens as the droplets fall from the plastic wrap into the ridge at the bottom of the cup. As this indentation in the cup fills up, the excess precipitation will run over the side back into the main water supply. This will complete the four areas of the water cycle required for their articles.


They will have to creatively come up with the articles to match each event and apply that knowledge to real world situations. Having a couple of examples for them to go by will let them know they are headed in the correct direction.

Elaborate: What is Desktop Publishing?


Desktop publishing is the use of the computer and specialized software to create documents for desktop or commercial printing. Desktop publishing refers to the process of using the computer to produce documents such as newsletters, brochures, books, and other publications that were once created manually using a variety of non-computer techniques along with large complex phototypesetting machines. Today desktop publishing software does it all - almost. But before PageMaker and other desktop publishing software there were e-scales, paste-up, and other non-desktop computer ways of putting together a design for printing. (http://desktoppub.about.com/cs/beginners/f/what_dtp.htm)

Evaluate: Required parts of the published piece are:


  • Articles are to cover the four major parts of the water cycle; evaporation, condensation, precipitation and runoff.

  • Illustrations should accompany the concepts discussed.

  • Creativity should be encouraged for titles and subject matter of articles.

Ask for volunteers to share their answers with the class.

Rubric created using RubiStar http://rubistar.4teachers.org/index.php



CATEGORY

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Articles - Purpose

90-100% of the articles establish a clear purpose in the lead paragraph and demonstrate a clear understanding of the topic.

85-89% of the articles establish a clear purpose in the lead paragraph and demonstrate a clear understanding of the topic.

75-84% of the articles establish a clear purpose in the lead paragraph and demonstrate a clear understanding of the topic.

Less than 75% of the articles establish a clear purpose in the lead paragraph and demonstrate a clear understanding of the topic.

Graphics

Graphics are in focus, are well-cropped and are clearly related to the articles they accompany.

Graphics are in focus and are clearly related to the articles they accompany.

80-100% of the graphics are clearly related to the articles they accompany.

More than 20% of the graphics are not clearly related to the articles OR no graphics were used.

Knowledge Gained

All students in the group can accurately answer all questions related to a) stories in the newspaper and b) technical processes used to create the newspaper.

All students in the group can accurately answer most questions related to a) stories in the newspaper and b) technical processes used to create the newspaper.

Most students in the group can accurately answer most questions related to a) stories in the newspaper and b) technical processes used to create the newspaper.

Several students in the group appear to have little knowledge about the facts and the technical processes used for the newspaper.

Contributions of Group Members

Each person in the group has contributed at least two articles and one graphic without prompting from teachers or peers.

Each person in the group has contributed at least one article and one graphic with a few reminders from peers.

Each person in the group has contributed at least one article with some minimal assistance from peers.

One or more students in the group required quite a lot of assistance from peers before contributing one article.

Spelling and Proofreading

No spelling or grammar errors remain after one or more people (in addition to the typist) read and correct the newspaper.

No more than a couple of spelling or grammar errors remain after one or more people (in addition to the typist) read and correct the newspaper.

No more than 3 spelling or grammar errors remain after one or more people (in addition to the typist) read and correct the newspaper.

Several spelling or grammar errors remain in the final copy of the newspaper


Resources:

  • http://www.epa.gov/safewater/kids/flash/flash_watercycle.html

  • http://www-k12.atmos.washington.edu/k12/pilot/water_cycle/grabber2.html

  • http://www.epa.gov/safewater/kids/teachers_4-8.html

  • http://www.picadome.fcps.net/lab/currl/water_cycle/

  • http://www.nckidscience.com/Resources/?grade=5&goal=3

  • http://webquest.org/search/webquest_results.php?language=en&descwords=water+cycle&searchfield=descrip&search=Search+SDSU+Database

  • http://rubistar.4teachers.org/index.php

Lesson 2: Predictable Predictions
Objectives:

Objectives 3.02
Activity Concepts: Student Teams will participate in a pseudo-jigsaw format to discuss and determine how the following are affected by predictable patterns of weather:

The class will break into five teams of soon to be experts in their particular area study. After researching and gathering information on their subject of focus, each team will develop a presentation to demonstrate and share the knowledge they have gained with the rest of the class.
Process Skills: Formulating hypotheses, researching, inferring, communicating, designing, and informing.
Materials: (options based on presentation choice)

  • Microsoft Publisher/PowerPoint

  • Digital Camera/Camcorder

  • Internet Access

  • Tri-Fold presentation boards

  • Teacher created example to engage students

  • General craft supplies to support various products

  • United Streaming Access (if available)

  • Multiple resources for each area of study


Engage: Explain that the students will be learning the basics of weather prediction. A good overview of the terms and instruments used in weather prediction is shown in Weather Smart: Forecasting and Weather Instruments. If United Streaming is not available, talk to your media specialist to see what similar local resources may be available for you or to possibly order. Once they have been exposed to the concept of prediction and how it relates to weather, they may begin to focus on their teams’ particular part in this lesson. Several videos are available through United Streaming to showcase each area of interest.

  1. Cloud Cover- Water Smart: Water in the Air

  2. Wind Direction and Speed- Weather Smart: Heat, Wind, and Pressure

  3. Precipitation- Magic School Bus: Wet All Over, The

  4. Air Pressure- Weather Smart: Heat, Wind, and Pressure

  5. Temperature- Weather Smart: Heat, Wind, and Pressure

Here are some websites to help you with each as well:

  1. http://ww2010.atmos.uiuc.edu/(Gh)/guides/mtr/fcst/tmps/cld.rxml

  2. http://ww2010.atmos.uiuc.edu/(Gh)/guides/mtr/fw/crls.rxml

  3. http://ww2010.atmos.uiuc.edu/(Gh)/guides/mtr/cld/home.rxml

  4. http://ww2010.atmos.uiuc.edu/(Gh)/guides/mtr/cld/home.rxml

  5. http://ww2010.atmos.uiuc.edu/(Gh)/guides/mtr/fw/prs/def.rxml

United Streaming videos are excellent sources of information, but more sources are needed to get the details necessary to deliver a proper presentation to the class. So, provide the teams with plenty of resource material through other means. Again, utilize your media center, as well as fellow teachers and teammates to gather materials for the team’s research.

Explore: Have the teams break out and begin their research using the various materials you have assembled for them. Give each member the Quick Quest…Question sheet… this can be adjusted to each area, for example; high and low temperatures, direction wind is from, high and low pressure, etc.(or use something similar to help them focus on information needed).
Once they have gathered the appropriate information they’ll need to decide how they want to present. Of course, they may want to decide before collecting information to help determine how and what they collect. In either case, several options may be made available to them. “Old School” tri-fold boards are always appealing to several students. Technology based products such as PowerPoint, Publisher, and Front Page just to name a few, are very popular as well. Illustrations, models, videos, and script can be incorporated. What isn’t acceptable would be to stand a read a few paragraphs from a sheet of paper about their findings. They need to understand that when presenting their product, their comfort level with the delivery system will be paramount to their success at sharing the information. Important- make sure they include weather prediction questions throughout their presentation (based on their info only) to check for understanding of the information provided.




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