Learning Goals: what students will know, understand, and be able to do; includes content knowledge, attitudes, & skills For students to understand the water cycle (H20). This includes: Understand the pools and fluxes of H20 cycle. Understand how human activities impact pools and fluxes of H20 cycle. Appreciate the ethical consequences of human activities on the H20 cycle. Learning Outcomes: Student behaviors or performances that will indicate they have successfully accomplished the goals Students can: Construct a diagram of H20 cycle. (previous class) Rank the relative magnitude of each pool of global H20 (previous class) Predict how several activities will alter the H20 cycle (qualitative/quantitative). Assess the global ethical implications of human activities on H20 cycle. Incorporation of Scientific Teaching Themes Active Learning Assessment Diversity How students will engage actively in learning the concepts How teachers will measure learning; how students will learning How the unit is designed to include participants with a variety of experiences, abilities, and characteristics Activities outside of class: Take home written exam. Activities in class: Clicker question to connect past content to current class meeting. Group discussions of concepts and predictions. Consensus building among groups to create consensus poster of impacts on water cycle. Volunteer to present each consenss model to entire class. Pre-assessments:None. Post-tidbit assessments: Discussion and take home written exam. All students participate. Includes clicker question and discussions so not biased against most physical dispositions.
Activities during tidbit: Clicker question to connect past content to current class meeting. Group discussions of concepts and predictions. Consensus building among groups to create consensus poster of impacts on water cycle. Volunteer to present each consenss model to entire class. Sample Presentation Plan (general schedule with approximate timing for unit) Session 1 Time (min) Learning Outcome(s) Activity/assessment Explanation, notes, suggestions, tips Preclass We assumed this have been covered in a Students have previous explosure to water cycle (and
(varies among clasees, but students will have had one class meeting and time spent reading text that introduces water cycle) 1) Students can construct a diagram of H20 cycle. 2) Students can rank the relative magnitude of each pool of global H20 cycle. previous class meeting(s) using whatever activities wanted. biogeochemical cycling in general) in previous lecture and text reading assignment. Enter approx. class time for learning activity preparatory material presentation 3 min This gets at outcomes covered in previous meeting: 1) Students can construct a diagram of H20 cycle. 2) Students can rank the relative magnitude of each pool of global H20 cycle. Clicker question on fluxes of forest water to atmosphere and surface water. 5 minutes for re-cap and clicker question on previous class meeting material Enter approx. class time for learning activity #1 16 minutes (will be closer to 25 min in normal class) 1) Predict how several human activities will alter the H20 cycle 2) Assess the global ethical implications of human activities on H20 cycle. Groups discussion and consensus of human impacts (deforestation and global warming) on water cycle. Provide follow-up time (to Emphasize scale, diversity, impacts and effects.) See last ppt slide for questions. Some can be done in class and some assigned as take-home. Enter approximate time for additional learning activities and associated class Work/preparatory materials (10 min) Discussion of ethical implications of human impacts in group Enter approximate time for post-activity summing up or transition 1) Predict how several human activities will alter the H20 cycle Presentation of summative assessment take-home exam questions. See last ppt slide for questions. Some can be done in class and some assigned as take-home.