Description and instructions:
Students video record the experiment found on pages 30-33. Give them the opportunity to do it individually, in pairs or small groups. If they decide to do it in pairs or groups, remind them they all have to speak during the recording. Once they have recorded the experiment they have to upload it to Moodle or give it to the teacher in any other format.
Tell students to follow the instructions on pages 30-33. On page 29-30, they have some language tips that can help them to explain the experiment. Ask your students to follow a similar procedure as the one followed in class: First, hypothesis; second, experiment and third, conclusions. They should complete the exercises and hand them in together with the recording.
Materials:
Student's book page 30-33
Three glasses, some water, oil and vinegar.
A video camera, mobile phone or camera.
Computer and internet connection.Assessment:
Homework: checklistSkills
Addressed:
Interaction:
S-SGrouping:
Timing:
--Answer Key:
5.5 Hypothesis Possible answersI think water will float on the top of vinegar/oil I think water will mix with vinegar/oil
I think oil will float on the top of water/vinegar I think oil will mix with water/vinegar
I think vinegar will float on the top of water/oil I think vinegar will mix with water/oil
5.6 Results
Container 1: the two liquids (water and vinegar) mixed Container 2: The oil floated on the top of the water Container 3: The oil floated on the top of the vinegar.
5.7 Let's interpret the results
a) because they have different densities b) because they have the same density
36
Water mixes up with vinegar because they have the same density
Oil floats on the top of both water and vinegar because its density is lower than that of water and vinegar.Session 6
Resources:
Youtube.com
Wordle.com
Computer
Internet connection
Digital board
MS Office
MoodleMaterials:
'Water cycle' power point presentation (See CD-ROM:Presentations' folder)
Student's book
www.youtube.com/watch?v=HQJq4kOLmV4
www.youtube.com/watch?v=_VGoE5Gcy-AAssessment:
Participation and attitude: rubric and daily performance chart (see CD-ROM: Assessment folder)
Homework: checklist (see CD-ROM: Assessment folder)Warm-up Activity
Description and instructions:
Take five minutes to ask students what they remember about the previous session.
Materials:
Student's book page 33Assessment:
Participation and attitude: rubric and daily performance chart37
Skills
Addressed:
Interaction:
T-SSGrouping:
Timing:
5'Answer Key:
The answer will depend on the student though it should include information such as how to calculate density and how things can float or sink depending on their density.Activity 6.1
Description and instructions:
Tell students you are going to watch a video but they have to guess what is the video about. In order to do so, they have to look at the words in exercise 6.1 and discuss with a partner what they think the video is about.
Materials:
Student's book page 34
www.youtube.com/watch?v=HQJq4kOLmV4Assessment:
Participation and attitude: rubrics and daily performance chartSkills
Addressed:
Interaction:
S-SGrouping:
Timing:
5'Answer Key:
The video is about the water cycleActivity 6.2
Description and instructions:
Tell students they are going to watch the video twice and they have to match the pictures with the process and order them with a number from 1 to 6.
Materials:
Student's book page 35-36Assessment:
--Skills
Addressed:
38
Interaction:
--Grouping:
Timing:
10'Answer Key:
CONDENSATION (2)
DISCHARGE (6)
INFILTRATION (5)
EVAPORATION (1) PRECIPITATION (3)
SURFACE RUN-OFF (4)
Activity 6.3
Description and instructions:
Tell students you are going to watch a power point presentation but this time they will be the teachers. They will have to explain the water cycle. In order to do so, first they have to explain the six different processes in exercise 6.3. Remind them they can use the useful vocabulary.
Go around the class helping students and giving some hints. That way, they will feel prepare to participate in the explanation.
Materials:
Student's book page 37-38Assessment:
Participation and attitude: rubrics and daily performance chartSkills
Addressed:
Interaction:
S-SGrouping:
Timing:
20'Answer Key:
Possible answers:
Evaporation and Evapotranspiration: When a drop is in the ocean,39 a lake, a river or a plant, the sun heats it. Then, water gets hot, turn into gas and goes up in the sky.
Condensation: When a drop is in the sky , it becomes part of a cloud.
Precipitation: When a drop is in a cloud, it gets cold and goes down again.
Surface run-off: When a drop falls down to land, it moves across the land forming rivers and streams.
Infiltration: When a drop has arrived at a river, it can get into the ground and reach an aquifer.
When a drop is in an aquifer, it is taken to the ocean again.Activity: Presentation
Description and instructions:
Tell students they will have to explain the different processes in groups.
The teacher will be in charge of the introduction and the conclusion.
Also, he/she will have to complete students' explanations when necessary (see guidelines for the presentation in the box below).
Materials:
Student's book page 37-38
Teacher: 'Water cycle' presentation (slides 1-3 and 10-11)
Students: 'Water cycle' presentation (slides 4-9)Assessment:
Participation and attitude: rubrics and daily performance chartSkills
Addressed:
Interaction:
T-SSS-SS
Grouping:
Timing:
20'Answer Key:
Possible answers:
Evaporation and Evapotranspiration: When a drop is in the ocean, a lake, a river or a plant, the sun heats it. Then, water gets hot , turns into gas and goes up in the sky.
Condensation: When a drop is in the sky , it becomes part of a cloud.
Precipitation: When a drop is in a cloud, it gets cold and goes down again.40
Surface run-off: When a drop falls down to land, it moves across the land forming rivers and streams.
Infiltration: When a drop has arrived at a river, it can get into the ground and reach an aquifer.
When a drop is in an aquifer, it is taken to the ocean again.Activity 6.4
Description and instructions:
Have your students to complete this bubble speech in which they jot down what they have learnt during the session.