Title: The Water Cycle
Game
Project
Objectives:
1. Students will learn
about condensation.
2. Students
will learn about precipitation.
3. Students
will learn about infiltration.
4. Students will learn
about runoff.
5. Students
will learn about evapotranspiration.
Materials:
· computers with internet
access
· notebook and
pencil
Procedures:
1. Prior to class,
bookmark http://kids.earth.nasa.gov/droplet.html
2. Elicit from students
what they think a life cycle is.
3. Elicit what they think
a water cycle is.
4. Individually or in
pairs, have each student play the interactive online game "Droplet
and The Water Cycle."
5. Write the words
condensation, precipitation, infiltration, runoff, and
evapotranspiration on the board.
6. Instruct the
students to take notes about what they learn about the words written
on the board while playing the game.
7. At the end of the game,
elicit from the class what they learned about the water cycle and
the terms written on the board.
Homework:
Continue water
diary.
Assessment:
Did the students find and
discuss the meaning of: water cycle, condensation, precipitation,
infiltration, runoff, and evapotranspiration?
Lesson 5 (Day 5 - 10 or
more)
Title: Running Water
Movies
Project
Objectives:
1. Students will teach
their peers about water.
2. Students will plan and
produce short educational movies or animations about
water.
Materials:
· storyboard
forms
· pencils
· animation software such as
Flash
· video camera
(optional)
· movie-editing software
such as iMovie or Premiere Elements.
Procedures:
1. Prior to class bookmark
the student-made educational animations and movies about
water:
http://iceayv.ning.com/video/forest-and-water-by-eliza
Forests and Water, an
animation by Eliza C
http://iceayv.ning.com/video/the-water-cycle-by-brittany-k
The Water Cycle by
Brittney K.
http://iceayv.ning.com/video/world-without-water-by-nicky-c
A World Without Water by
Nicky C.
http://iceayv.ning.com/video/it-starts-with-you-by-emmy-h
It Starts With You by Emmy
H.
2 Review with students
some of the important things they have learned about water in the
past four (or more) days. Print out enough copies of blank
storyboards for each student in your class http://printablepaper.net/category/storyboard
3. Elicit from the
students why they think it is important to conserve and preserve
water.
4. Have the students view
the samples of previous student animations/films about water that
you bookmarked.
5. Elicit from students
the following about each of the projects:
What is the
story?
Who was the intended
audience?
What is the
message?
What is the style of the
movie?
6. Have student brainstorm
ideas for their own educational movies about water. Write their
responses on the board.
7. In small groups,
students decide upon a short movie or animation they would like to
make.
8. The groups
decide:
What is the
story?
Who is the intended
audience?
What is the
message?
What will be the style of
the movie?
Which members of the group
will be responsible for various tasks (research, sound, animation,
acting, and editing).
9. The group researches
their topic online and/or at the classroom library.
10. The groups storyboard
their plan.
11. The groups go into
production phase (filming, editing, and animating).
12. Convert the completed
movies to QuickTime.
13. Hold a Running Water
Film Festival!
Homework:
Continue water
diary.
Assessment:
Did the students
critically discuss the water movie samples?
Did the students preplan
and produce their own educational short movies or animations about
water?
Did the students screen
their Running Water movies to their peers?
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