# data[].attributes.body
Students should be able to appreciate the role of science in society; and its personal, social and global importance; and how society influences scientific research

# data[].attributes.body
Highlights the influence that learning beliefs of students have on their motivation. If students believe that if they put in effort they will be able to understand the topic and they will be successful in their grades. This has guided me to focus on reiterating to the students at the end of each class what they did not know before the class, and what they now by the end of it. I always introduce the learning intentions at the beginning of the class, and ask the students have we met them (the answer is always no because the class hasn't started yet), and at the end of the class we go over them, and i ask them again, have we met these learning intentions.It is my intention that this will build their confidence by showing them how much they have learned, and if they put in 40 mins of good effort, we can always meet our learning intentions.

# data[].attributes.body
Discusses the misconceptions of team teaching, and how to practice team teaching so that it can be most beneficial for the students and also the teachers involved.

# data[].attributes.attachment_link.title
Science Collaborative Planning Document - interactive

# data[].attributes.body
BW 8: Students should be able to explain how matter and energy flow through ecosystems

# data[].attributes.body
Formative assessment - I will assess students’ ability to match definitions to their correct terms.

# data[].attributes.headline
Formative assessment of key words - water cycle

# data[].attributes.subject
Formative assessment of key words - water cycle

# data[].attributes.body
Students should be able to describe the cycling of matter, including that of the water cycle.

# data[].attributes.body
Students enter a class discussion about how the diagram should be drawn, taking the best parts of their peers' versions. Teacher draws final draft of diagram onto board, as students give directions.

# data[].attributes.body
Particles have free movement and will disperse to fill their container.
Gases do not have a fixed shape or volume.

# data[].attributes.body
Particles can slide past each other.
Liquids do not have a fixed shape, but do have a fixed volume.

# data[].attributes.body
Particles are tightly packed together.
Particles do not move, they only vibrate slightly.
Solids have a fixed shape and volume.

# data[].attributes.body
The students come up to the top of the class, show and discuss their diagrams. The class gives feedback to each diagram, including one positive comment, and one thing to improve

# data[].attributes.body
Students draw their own diagram of the water cycle, ensuring all key steps are included.

# data[].attributes.body
Printed out and each sheet to be laminated.
Teacher reads out the description of a key term from the chapter, students cross out key term with whiteboard markers.

# data[].attributes.body
Percolation: The trickling of water through soil
Condensation: Water vapour turns to liquid water as it cools
Transpiration: The release of water vapour through leaves' stomata
Stomata: Pores on the underside of a leaf

# data[].attributes.body
Video to be watched along with worksheet (0:49 – 4:03 mins)

# data[].attributes.attachment_link.title
The Water Cycle for Kids | Learn all about the water cycle

# data[].attributes.body
Students complete this worksheet while watching the associated youtube video on the water cycle.