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Challenges we may face and how we would redirect

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Challenges we may face and how we would redirect

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- Special Scissors for those who may need it during the craft
- Another teacher present in the classroom to manage the kids and keep them on track so lesson time does not get paused and interrupted
- Sub captions be put on if a child is hard of hearing in the class.
- Multiple sources of knowledge are used so the children have opportunities to grasp the same information in different ways

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Our teaching strategy for our lesson is Concept Sketches. This works with our lesson because we included a worksheet that goes with our lab, which allows them to label the process of the water cycle.

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What considerations would need to be made for the following population of children mostly children with a disability?

Disability children derive to be treated right and equally with them being given the opportunity to learn. So, as a teacher depending on the type of disability the child has, the teacher will be able to assist him or her. In this water cycle lesson, if we have a child who needs help cutting the worksheet activity, we can assist that student with special scissors. Some accommodations may also include another teacher to help assist around the class to see if a child with disability needs help understanding what parts they don't understand. We also provided a song with captions so that they can repeat the lyrics and sing along to the song and remember the process of the Water Cycle.

Explain how you would know if this was a successfully planned instructional strategy?

I would know that it is a successfully planned instructional strategy by seeing the result of the children in the progress made by giving the children a blank outline of the water cycle at the beginning of the unit to fill out with all their prior knowledge and then at the end of the unit you hand the children a blank sheet of paper and ask them to draw and fill out the water cycle diagram and label with short explanation  sentences.   If the children were  then asked to do concept sketches

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The first teaching strategy that we would use to begin the lesson is by starting off with questions. Engage the students into the topic by asking them "Who has heard of the Water Cycle?" or "Does anyone know where rain or clouds come from?" That way the students become interested in the answer and the topic that they are about to learn about.

The second teaching strategy that we can implement is introducing the vocabulary words first so that the students are aware before starting to retain a lot of information about a brand new topic.

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This book includes what the water cycle is and includes vocabulary. It gives a visual description on how the water cycle begins and ends.

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The Great Big Water Cycle Adventure

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1. Water Cycle Worksheet/Lab
Items Needed:
large bowl
mug or small cup
plastic wrap
string or large rubber band
water

2. Water Cycle Video
https://www.youtube.com/watch?v=ncORPosDrjI&t=3s3.

3. Water Cycle Book

4. Water Cycle Song

5. Vocabulary Words

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The Water Cycle | The Dr. Binocs Show | Learn Videos For Kids

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EVAPORATION: the process that changes liquid water to water water vapor

CONDENSATION: the process which water vapor in the air is changed to liquid water (the opposite of evaporation)

PRECIPITATION: any liquid water that forms in the atmosphere and falls back to earth

COLLECTION: when water falls from the clouds as rain and collects in the oceans, rivers, lakes, and streams

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This worksheet works well with our lesson plan but it also works perfectly with our teaching strategies (concept sketches) this way the children are able to apply their knowledge of the water cycle by putting the word with the action.

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Water Cycle, Rain Cycle Science Experiments and Craftivity - Lessons for Little Ones by Tina O'Block

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3.3 2.A.7
Participate in simple investigations of earth structures, processes, and cycles to answer a question or to test a prediction.

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1. Attention getter: I would start with asking a question that engages the students- ""Who has heard of the Water Cycle?" or "Does anyone know where rain or clouds come from?" That way the students become interested in the answer and the topic that they are about to learn about.

2. I would then read the book, to introduce the topic/lesson

3. While reading the book I will ask open-ended questions

4. After reading the book I will ask - what was the first process of the water cycle?

5. I will assign students to groups of 5 to start the lab

6. I will go over directions before the lab with the students and the materials would already be out except the water.

7. After going over the directions, I will pass out the water

8. The children will then follow along with the steps of the experiment.
- Place the mug or small cup in the center of the bowl.  Fill the bowl with water about 2/3 of the way up the cup (do not put water inside the cup).
- Cover the bowl with saran wrap and either tie it with string or place a large rubber band around it to secure the plastic wrap.
- Place it outside in a sunny area for a few hours. After several hours, I will allow students to observe the bowl.  The plastic wrap will have condensation and some of the condensation will have dripped or fallen into the cup/mug.

9. While the bowl is in the sun. I will play a video about the water cycle. And as a group will discuss about what we think will happen.

10. Next we will observe the bowl after it being outside, and talk about what happened and then the students will complete a worksheet to recap the information they were  taught.