Giovanna Grace

EDT 180 20785

Final Project

2
Table of Contents
3
Pages 35! "nstr#ctional Design
Page 5! Po$erPoint
Page %! E&cel '(rea)s*eet
Page 7! +an)o#t
4
,DD"E 'te(s
5
,nal-.e
The students are in 2
nd
grade. Because they are still quite young I do not have many
expectations other than acknowledging the world around them.
Design
Course Goals and obectives will be learning and understanding the water cycle. The
learning environment will be in a classroom that has a bunch o! pictures and words on
the wall that are relevant to classroom material. It will !eel welcoming and enoyable.
The strategies I will use !or the activities will be coming together at the end o! the
presentation and going through the correct answers as a class.
Develo(
The resources I will have available to the students are a visual and clear powerpoint and
I will have a handout with a picture o! the learning cycle and black lines where the
students will !ill in the appropriate stages that I have made using "ixlr. I will use photo
edit to get the picture o! the water cycle and create the spots that students will write in.
"/(le/ent
I know how to use the course technology however I was trained previously to use
powerpoint and photo edit to create the handout. I plan on making the presentation as
engaging and !un as possible to keep them wanting to learn more. #tudents will need to
bring a pencil.
Eval#ate
I will use re!lective teaching strategies such as using real li!e examples to help the
students connect with the water cycle in a personal way. I will review the test scores to
see how well the students understood the water cycle and see how e!!ective my teaching
strategies were to improve a di!!erent lesson.
6
To(ic! T*e 0ater C-cle
1n)erstan)ing!
I want the students to walk away with a better understanding o! the
water cycle and at the very least acknowledge that there is a water
cycle.
Essential 2#estions!
I want the students to be able to know the !unction o! each stage o!
the water cycle and be able to label each stage.
"/(ortant to 3no$4)o!
The stages o! the water cycle should receive the most !ocus and
the learning strategy I will use will be visual and hands on.
0ort* 5eing Fa/iliar $it*!
I might incorporate to the best o! my ability scienti!ic words and
try to explain the meaning o! them in a way the students will
understand.
Goal! To learn an) #n)erstan) t*e $ater c-cle6
7earning 8bjectives
$ I want the students to understand the concept o! the water cycle and be able to label the stages o! the water cycle on a handout
in order to know they !ully understand the concept o! the water cycle.
$ I want the students to get good grades on the water cycle assessment.
$ The cognitive level o! the activity will require memori%ation o! the powerpoint in order to appropriately !ill out a handout o!
the water cycle.
$ The activity will be labeling the stages o! the water cycle.
9o)el
I will use the Gronlund style model because I want the outcome o! the lesson and activity to be a !ull understanding o! what the
water cycle is and what it does.
P
s
Co#r se Go al s
&xpectation o!
students gaining
knowledge about
science
7earnin g 8 bj ecti ve:s;
To understand the water cycle
7
7earning 8bjective:s; < ,ctivities 0or3s*eet
$ #tudents will be given a handout be!ore I start the presentation and will !ill out along the way as they learn what the stages are.
$ 't the end o! the presentation as a class we will again !ill out the worksheet together. I will then eventually test them on The
(ater Cycle.
7earning 8bjective
,ctivities :,ssess/ents < Content E&(eriences;
)nderstand the water cycle &vidence !rom the test that the students !ully understood the material by correctly
labeling the stages o! the water cycle on a piece o! paper.
8
P80E=P8">T P=E'E>T,T"8>
9
Excel Spreadsheet: 't#)ents? ,ssess/ent 'cores of
T*e 0ater C-cle
10
Student Percent
Alex 80
Brianna 74
Taylor 70
Brent 85
Abram 90
oey 75
Alice 75
!i"a 85
enna 80
!ucy 85
#enny 72
Tim 70
im 85
Tom 80
$%ri" 60
&ac' 70
$ollin 75
Su"y 80
(mily 85
77)68421
+,>D81T
11
*+',& (IT- "I./0.C1+2