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How we would use this information as a new teacher

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How we would use this information as a new teacher

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As an educator, it is important for teachers to progressively add to the depth and information taught to students which is appropriate for their age group. This allows students to build from their prior knowledge and experiences throughout their educational experiences. It is also important to understand that students will have limits to their abilities that will develop as the years go on. Knowing this we can recognize that expanding upon a topic across the years allows them to absorb and use new information as they develop the ability to understand it. With this information, we must still acknowledge that every child learns differently, and thus inclusion of various learning styles should be incorporated into each activity. It is also important to differentiate the instruction between the two grades as it gives students the ability to understand through activities that are appropriate for their attention span and comprehension level. The teaching also should include more advanced vocabulary and concepts as the grade level increases throughout the student's schooling. (EE,CL, RT)

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How is it sequenced in the curriculum at each level? Does your topic have multiple components?  If so, how should those components be sequenced? What topics might need to precede and follow your topic at each level? 

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How is it sequenced in the curriculum at each level? Does your topic have multiple components?  If so, how should those components be sequenced? What topics might need to precede and follow your topic at each level? 

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The water cycle does have multiple components, and within each increasing grade level, there are more covered in each component. The components are sequenced in order of detail, for example the main structure of the water cycle is covered in kindergarten, and in fifth grade, more reasoning and in-depth experimentation is encouraged, like why a certain cycle happens and how. Fifth graders can begin to look at the different water properties and forms in the water cycle and how different elements may impact the water as it follows through the cycle. How is it sequenced in the curriculum at each level? Does your topic have multiple components?  If so, how should those components be sequenced? What topics might need to precede and follow your topic at each level? (CL, SM, RT)

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The fifth graders although still using a model, will be observing as a class and writing down their observations. The model that the 5th graders will be observing includes the use of a large bowl, mug, saran wrap, rubber bands and ice cubes (in place of the weight, (Refer to the picture to the right). Although this experiment is different than the kindergartners, it also allows for some note-taking observations. The fifth graders are expected to use their new vocab words and apply it to their observation journal. Although these are different at each level, they are both models that will help the students learn at the appropriate grade level. (EE, EM, SM).

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Though there are various activities that can be done in the classroom, one that can work for kindergarteners would be the use of a model.

In the kindergarten model they would receive a plastic bag and draw the water cycle on the bag. This bag would then be filled with a bit of water and taped (securely) to the window. Over time this model will show condensation on the bag, and once it gets to be too heavy it'll fall back to the bottom of the bag. This would demonstrate the water cycle at the kindergarten level. (EM, RT, EE)

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When teaching the water cycle at the 5th-grade level the teacher has the ability to go more advanced in the vocabulary and the water cycle and how each process connects to the next. Teaching at the 5th-grade level allows for the teacher to use scientific terms, like precipitation, evaporation, condensation, and collection. Teachers can also show how these systems interact with each other and the path the water cycle takes and how it connects to the other processes more in-depth than in kindergarten. We can teach this more in-depth because 5th graders are able to connect what they are learning to their own lives and have seen parts of the water cycle take place. A great way to differentiate this from kindergarten teaching would be to include more experiments as well as teach a better understanding on how each process connects to the next. 5th graders also have a more expanded vocabulary and a better understanding of connecting systems so teaching them the vocabulary and how the water cycle connects will challenge 5th graders but they can also manage it as they have a longer attention span and a better understanding of the basic concept of the water cycle. (EE, CL, EM)

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When teaching the water cycle, we would focus on teaching the basic concept of where water comes from and the form it takes( hail, sleet, rain, or snow). We could teach this using videos and also explaining what the basic vocabulary (precipitation, evaporation, condensation, and collection) is and introduce it, even though the kindergartners do not have the strongest capacity to understand it yet. We could help them understand the cycle and its basic processes by using a chart and doing an experiment to show some of the processes. We could do this by showing evaporation taking place on a plate over the course of a few hours or we could also show this by showing precipitation by using a sponge. Showing real-life examples through pictures or videos would also be a great way to help students connect their everyday experiences to what they are learning in class. The kindergarten level focuses on teaching them the basic information about the water cycle to give them a solid foundation. (EE, CL, EM)

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How Much Information and the Depth Taught: 5th Grade 

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How Much Information and the Depth Taught: 5th Grade 

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Water Cycles taught at the fifth grade level teaches a more in-depth understanding of the stages; precipitation, evaporation, condensation and collection. They build the understanding that water moves through these different stages in various ways. Students learn specific definitions and and how the various processes work together to create water travel. (SM, EM, RT)

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How Much Information and the Depth Taught: Kindergarten

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How Much Information and the Depth Taught: Kindergarten

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Water Cycles taught at a kindergarten level focuses on where water comes from. Students begin understanding that water from the earth is taken up into the sky and clouds, turning into rain, snow, sleet hail. The 4 stages of the water cycle and new vocabulary are introduced: evaporation, precipitation and condensation. Water Cycled taught at a Kindergarten level provides students with a general understanding of water and how it is seen in the weather. (SM, EE, CL)

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By the 5th Grade, children have gained a much larger vocabulary as well as a better understanding of science as a whole. On top of this, 5th graders have a better understanding of appearances versus reality. Another developmental aspect that allows 5th grade students to learn more about the water cycle is that by the 5th grade, students tend to have stronger attention spans that will allow them to focus on learning more content. (RT, EM, EE).

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one of the biggest limits developmentally children in Kindergarten have for learning the water cycle is that they have a limited vocabulary that does not include terms like evaporation, precipitation, and condensation. Another issue that Kindergartens would face in learning more in depth about the water cycle is that they have a limited understanding of scientific processes. (RT, SM, EM, CL)

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                                     The Water Cycle 

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                                     The Water Cycle 

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Teaching the water cycle to Kindergarten and Fifth grade level students