Project Title: The Water Cycle 

Teachers/Team: Karen Foster, Tina Lash, Sarah Proctor, M. Annas, B. Miller 

Grade Level: Second 

Curriculum Area(s):     Science, Math, Social Studies, Health, Physical Education, Art, Music, Technology, Information Skills, Language Arts 

Curriculum Goal:   * The learner will conduct investigations and use appropriate tools to build an understanding of the changes in weather. 

                                  * The learner will observe and conduct investigations to build an understanding of changes in properties. 

Science Science 2.03 - Describe weather using quantitative measures of temperature and precipitation. 

             Science 2.04 - Identify and use common tools to measure weather: thermometer and rain gauge. 

             Science 2.05 - Discuss and determine how energy from the sun warms the land, air and water. 

             Science 2.06 - Observe and record weather changes over time and relate  to time of day and time of year. 

Essential Question: * How can temperature impact the water cycle process? 

                                  * How is land impacted when fluctuations (droughts, floods) occur  within the water cycle? 

Focus Question/Statement:  What are the three stages of the water cycle? 

Focus Question/Statement:  Where is the world’s water supply? Does it ever move while on land? 

Focus Question/Statement:  Why is the world’s water supply important to us? 

Health:  *The learner will show evidence of an acceptable level of health-related fitness and be familiar with factors that benefit performance. 

                               Health 9.02 - Recognize the physiology indicators that accompany moderate to vigorous physical activity. 

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Physical Education:  * The learner will exhibit a physically active lifestyle. 

                              Healthful Living 8.02 - Recognize that physical activity is a conscious  choice. 

Technology: *The learner will understand important issues of a technology-based society and will exhibit ethical behavior in the use of computer and other   

 technologies. 

                              *The learner will demonstrate knowledge and skills in the use of computer and other technologies. 

                              Technology 1.07 - Identify spreadsheets as a tool to organize, calculate,  and graph data to make predictions. 

                              Technology 2.01 - Recognize, discuss, and use the features/functions of computing devices (e.g. creating, retrieving, saving, printing data.) 

                              Technology 2.09 - Identify and use multimedia tools to combine text and graphics as a class/group assignment. 

                              Technology 2.12 - Use teacher selected Internet resources to locate, discuss, and compare information about your local community as a class/group. 

Information Skills: * The learner will communicate reading, listening, and viewing 

                                    experiences 

 1.03 Demonstrate appropriate care of resources. 

 1.05 Explore sources and formats for reading, listening and viewing          purposes. 

 1.06 Demonstrate familiarity  with a variety of types of books and resources (print, nonprint, 

electronic) 

1.07 Follow acceptable use policy (AUP/IUP) for electronic resources 

1.08 Select resources for personal and information purposes. 

1.09 Demonstrate awareness that resources convey meaning and exist in a variety of formats 

(prints, graphical, audio, video, multimedia) 

4.01 Identify information needs and formulate questions about those needs. 

4.04 Gather Information 

4.07 Organize and use information 

4.09 Present information in a variety  of formats 

4.10 Evaluate the product 

5.02 Produce media in various formats (e.g. pictorial, multimedia) 

5.04 Collaborate with others. 

Language Arts:  *The learner will develop and apply strategies and skills to comprehend  text that is read, heard, and viewed. 

                       Language Arts 2.08 - Interpret information from diagrams, charts, and  maps. 

                       Language Arts 3.02 - Connect and compare information within and across selections (fiction, nonfiction, poetry, and drama) to experience and knowledge. 

                       Language Arts 4.09 - Use media and technology to enhance the 

 presentation of information to an audience for a specific purpose. 

Visual Arts:       *The learner will develop skills necessary for understanding and applying media, techniques, and processes. 

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Music:      *The learner will understand relationships between music, the other arts,  and content areas outside the arts. 

Description of Culminating Task: Students illustrate pictures of evaporation, condensation, and precipitation in the Kid Pix program. They open the Keynote program to define these terms, one to a page. They also create a title page. The pictures are then imported into their 

Keynotes pages. Students tweak their pages with visual transitions. All students spend time sharing and viewing their finished products. 

Assessment: Class members will finish creating the K-W-L chart by brainstorming what they have learned during the unit. They will then create haikus to include what they consider to be an important aspect of the unit and share these with one another. 

Selected haikus will be printed on the teacher’s Edgate website and rotated weekly. 

Responsibilities (Teacher): Teachers will schedule and plan all activities together. Classroom teachers will coordinate and present curriculum lessons within their homerooms. Teachers will have science terms defined and written before meeting with the additional facilitators for inclusion on the Keynote pages. 

Responsibilities (Media Coordinator): He will instruct students in the use of Keynote and assist them in importing their KidPix illustrations into it. He will pull reference materials requested by the classroom teachers. 

Responsibilities (Technology Facilitator): She will co-teach with the media coordinator and plan for the IMPACT project and presentation along with teachers. She will help students to edit their work, particularly with transitions choices. She will hold workshops for teachers using GarageBand, and other pertinent programs. 

Planning Time: After school on Tuesdays at 2:30 

Start/Ending Dates for Project:  November 2 - January 20 (Second Quarter) 

Project Title: The Water Cycle 

Schedule: Spans the quarter, meeting with media coordinator and technology facilitator at 8:25 - 8:55, as needed (January 20, February 12, February 19) - We began the unit with an introduction to science terms to prepare for the Keynote work. Lessons continued with the art teacher making rainsticks with the children, and the music teacher and technology facilitator teaching and recording the Water Cycle Song for inclusion in the Keynote project. Classroom teachers taught science with water conservation and water needs. The math class made a rain gauge and talked about local rainfall, floods, and droughts. In health and PE students learned the importance of water and fitness to a healthy lifestyle. The culminating activity involved literature and the creation of haikus and cinquains on the topic of the water cycle.