Kim Mellies, Monica Wagner, & Sara Stallbaumer
Math & Science Methods
Dr. Taggart
February 19, 1999
TEACHER INFORMATION
Title of Lesson: Elevation of Lakes
Standards: Science (Lakes, Communicating)
Math (Collect & Interpret Data, Problem Solving)
Learning Styles: Verbal-Linguistic, Logical-Mathematical,
Objective(s)
- Academic:
The student will interpret the elevation of three different lakes.
Within their group of three each student will collect and interpret
the data using the web site, http://www.nwk.usace.army.mil/histdat/tucr.html
They will graph the mean and median on graph paper and will be
assessed on the accuracy.
The student will describe how the water cycle effects elevation
within each group. Each group will summarize how and why the
water cycle works and present the information to the class.
- Social Skills:
The students will communicate with one another within their group
of three. Communication will be by the instructor on the reflection
of the group following the guidelines of the t-chart.
Communication
Looks like Sounds Like
eye contact one persons voice
hands to themselves "Can you repeat that?"
note taking sharing and comparing information
nodding & paying attention shared talking time
Student Level: 5th grade
Time required: 3-40 minute periods
Background Information:
- How to calculate the mean and median
- How to locate information on lakes elevation on the internet
- General knowledge on lakes
- Know the process of the water cycle
- Know how evaporation and precipitation effect the water cycle
Prerequisite Information:
- How to calculate the mean and median
- Know basic computer skills
- Know how to use calculators
- Know how to graph their findings
- How to work cooperatively in a group
Materials:
3 beakers or containers
Tubes
Hose clamp
Water
Graph paper
Calculators
Computers with Internet hook-up
Group size: 3
Roles:
- Each student will interpret and collect their data on their
particular lake.
- Each student will contribute their understanding of how and
why the water cycle works. One student will record the information,
another will communicate the results, and the other student will
proofread the summary before handing it in.
TEACHING PROCEDURES
Introduction of Lesson:
Development of Concept:
- Explain how the water cycle works using terms such as evaporation,
precipitation, and elevation.
- Teacher will place student's in-groups of three.
- Students will go to the computer lab to collect information
using the website: http://www.nwk.usace.army.mil/histdat/tucr.html
- Students will choose a lake and must have three different
lakes per group.
- Students will interpret data and calculate the mean and median.
- Using a piece of graph paper, one per group, graph the mean
and median of the different lakes. (Using a pencil for the mean
and a pen for the median.)
- Group members will summarize why and how the water cycle
works.
- Communicate the results to the class.
Positive Interdependence:
- One student will interpret and collect one's own data on
lake and record information on water cycle.
- Another student will interpret and collect data on their
lake and proofread summary on water cycle.
- Student will interpret and collect data on their lake and
communicate the results of the water cycle to the class.
Individual Accountability:
- To assess group members we will have each member of the group
write a short peer critique on one another.
- In this critique, students will state who did what to complete
the lesson, how they worked together, and their quality of work.
- This will be handed in to the teacher.
Criteria for Success:
- Students will be graded on recording lake's elevation and
graphing the mean and median correctly.
- Students will discuss, summarize, and present information
dealing with the water cycle.
Expected Behaviors:
- Students will be expected to communicate effectively within
their group.
- Teacher will observe student's behavior by recording their
actions and attitudes towards one another.
Monitoring:
- Teacher is observing for good peer relationships, sharing
skills, and no conflicts within their group.
- Teacher will also observe for communication skills among
the students (see t-chart).
Processing:
- Students will complete a peer evaluation assessing their
group member's participation.
- Teacher will refer back to her notes taken when observing
the student's participation in-group activity.
Conclusion:
- Students will have exhibited collecting and interpreting
data by graphing the mean and median of the lake's elevation.
- Students will show understanding and justification on how
and why the water cycle works within their summary and group
presentation.
- Students will exhibit good communication skills within their
group.
Evaluation:
- Students will have engaged in computing the elevation of
three different lakes.
- They will graph the mean and median of the lake's elevation.
- Students will organize their thoughts and produce a summary
of how and why the water cycle works.
Extensions
- Students can diligently gather information dealing with the
water cycle and other lake elevations using the Internet.
- Use language art skills of writing and drawing to explain
how the water cycle works.
Resources
http://www.nwk.usace.army.mil/histdat/tucr.html
http://ericir.syr.edu/Virtual/Lessons/Science/Earth/EAR0024.html
Friedl, Alfred E. (1997). Teaching Science to Children:
an Inquiry Approach., 134-135.
Hausler, Steven. (1999, February 5). Water released again.
The Hays Daily News, 1.