Mrs. Aldrich Geography 6 th  grade Click on the waves to start your Web Quest The Water Cycle
Overview, What is a webquest? Directions   Vocabulary-Based KWL Topic #1   Water & Air Topic #2   Geographic Distribution ...
<ul><ul><li>This  webquest  is designed to give 6 th  grade Geography teachers another tool to assist in teaching difficul...
<ul><ul><li>A  webquest  is a highly structured activity based upon cooperative learning strategies. </li></ul></ul><ul><u...
<ul><li>Short-term  webquests  last one to three class periods; long-term ones last between one week and one month. They d...
<ul><li>Students are to complete each assignment within each listing in the Table of Contents. They will start with Topic ...
This type of KWL allows teachers to focus on content area text that contains a large amount of new vocabulary. In this str...
Assignment #1A Directions: Use this semantic map to input and organize definitions for key terms throughout the  webquest ...
<ul><li>A semantic map is used to help organize information found throughout a chapter. </li></ul><ul><li>Semantic mapping...
<ul><li>Oceans contain 97% of Earth’s water </li></ul><ul><li>2% is locked in the ice of Earth’s polar regions and glacier...
<ul><li>Throughout the  webquest , students are asked to write definitions on cue cards to quiz each other. </li></ul><ul>...
Hillsborough River, Florida Assignment #2B Directions: With your partner, create flash cards for the key terms that relate...
Evaporation Condensation Precipitation Groundwater Water Vapor Earth’s surface Assignment #3A Directions: Look at the diag...
Assignment #3B Directions: With your partner, create flash cards for the key terms that relate to the water cycle. Write t...
Assignment #3C Directions: Click on the video to the right. Watch the video, then take the quiz in your packet. Once you h...
Directions: For your next assignments, click on each of the key concepts for the Water and People section of the  webquest...
<ul><li>With a partner, read the text and answer questions that go with the “Geography for Life Activity” worksheet in you...
The pictures on this page and the following page are of Mrs. Aldrich’s grandparents’ home in Davenport, Iowa. They moved t...
Mississippi River Water Hazard Key Concepts
<ul><li>Read the article titled,  Environmental Concerns in Florida Today  with your partner and answer questions 1-4. </l...
<ul><li>List 5 ways in which our water can become polluted, using your textbook as a reference. Use the answer sheet provi...
Assignment #5A Directions: With your partner, create flash cards for the key terms that relate to the air we breathe. Writ...
<ul><li>First, watch the video on global warming (click on the black box to the right) </li></ul><ul><li>Next, answer the ...
Click here to go to view pictures on the National Geographic Website <ul><li>Assignment #5C </li></ul><ul><li>Click on the...
<ul><li>Look at the diagram shown on page 31 in your textbook. Using the paper provided in your packet, create your own ve...
<ul><li>You have now completed your  webquest . </li></ul><ul><li>Make sure you have finished all assignments on your assi...
<ul><li>Blachowicz, C. & Fisher, P. (2006).  Teaching vocabulary in all classrooms  (3rd ed.).  </li></ul><ul><li>Upper Sa...
Upcoming SlideShare
Loading in...5
×

The water cycle2

998

Published on

Published in: Education
0 Comments
0 Likes
Statistics
Notes
  • Be the first to comment

  • Be the first to like this

No Downloads
Views
Total Views
998
On Slideshare
0
From Embeds
0
Number of Embeds
0
Actions
Shares
0
Downloads
10
Comments
0
Likes
0
Embeds 0
No embeds

No notes for slide

The water cycle2

  1. 1. Mrs. Aldrich Geography 6 th grade Click on the waves to start your Web Quest The Water Cycle
  2. 2. Overview, What is a webquest? Directions Vocabulary-Based KWL Topic #1 Water & Air Topic #2 Geographic Distribution of Water Topic #3 The Water Cycle Topic #4 Water and People Topic #5 The Air We Breathe Bibliography & References Semantic Maps Word Games
  3. 3. <ul><ul><li>This webquest is designed to give 6 th grade Geography teachers another tool to assist in teaching difficult content area vocabulary to students through hands-on technology and research-based activities. </li></ul></ul><ul><ul><li>Along with this CD, you will receive a CD that will be used with the students. </li></ul></ul><ul><ul><li>This CD is an overview of the strategies you will be using while conducting the webquest with your classes. </li></ul></ul>Table of Contents Next
  4. 4. <ul><ul><li>A webquest is a highly structured activity based upon cooperative learning strategies. </li></ul></ul><ul><ul><li>For a webquest , students are presented with a challenging task and the Internet-based resources to accomplish it. </li></ul></ul><ul><ul><li>Students must each adopt a role, share what they learned based upon that role, and collaborate to create a product, such as a presentation, to share with others (Lawless, Smolin 2003). </li></ul></ul>Previous Next
  5. 5. <ul><li>Short-term webquests last one to three class periods; long-term ones last between one week and one month. They do the following: </li></ul><ul><ul><li>Offer content in a motivational way through technology </li></ul></ul><ul><ul><li>Pull from a plethora of resources (online websites, book ancillaries, personal experiences to help students build schema, teacher-made and book assessments, semantic webs, and much more) </li></ul></ul><ul><ul><ul><li>In a webquest , teachers or media specialists bookmark some or all of the information from online sites for students to access. </li></ul></ul></ul><ul><ul><ul><li>Webquest designers include direct links to documents, searchable databases, experts’ e-mail addresses, and nonprint media (Cunningham, Cunningham, Moore & Moore 2006). </li></ul></ul></ul><ul><ul><ul><li>As you work through the webquest yourself, you will see that the sites and information are provided for you. Students will not “wander” aimlessly online looking for answers. </li></ul></ul></ul>Directions Previous
  6. 6. <ul><li>Students are to complete each assignment within each listing in the Table of Contents. They will start with Topic #1. </li></ul><ul><li>For each assignment, there will be a rubric. </li></ul><ul><li>Upon completion of each task, students will mark it off on their checklist. </li></ul><ul><li>Students will read the directions in the upper left-hand or right-hand corner for more information as they work through the webquest. </li></ul><ul><li>They will begin the webquest in the Table of Contents with Topic #1: Water and Air. They will click on the arrow in the bottom left-hand corner to begin. </li></ul>Table of Contents
  7. 7. This type of KWL allows teachers to focus on content area text that contains a large amount of new vocabulary. In this strategy, the teacher selects specific vocabulary words and guides students to discuss what they know about the words. Students then develop questions based on their own knowledge and on the selected vocabulary. After students read about the topic, the teacher may ask them to categorize the words and describe what they have learned. This KWL can be done throughout the unit. (Blachowicz, C. & Fisher, P. (2006). Table of Contents Water & Air Semantic Map Learned What have the students learned? What What do students want to learn about the topic? Know What do students know about the topic?
  8. 8. Assignment #1A Directions: Use this semantic map to input and organize definitions for key terms throughout the webquest . You will find the terms in your Geography book. Use this semantic map to review terms before the unit test. This is an on-going assignment to be completed as you work through the webquest . Click the arrow in the bottom left-hand corner to go back to the Table of Contents. Click on Topic #2 (Geographic Distribution of Water) to get started with your other assignments. Table of Contents Semantic Maps
  9. 9. <ul><li>A semantic map is used to help organize information found throughout a chapter. </li></ul><ul><li>Semantic mapping allows students to identify important information as they read the text. </li></ul><ul><ul><li>A major theme or concept is at the center (in this webquest it is “Water & Air”). </li></ul></ul><ul><ul><li>Lines are used to connect ideas. </li></ul></ul><ul><ul><li>As information gets further away from the center, the more specific it becomes. </li></ul></ul><ul><ul><li>The interrelated concepts are not hierarchically ordered. </li></ul></ul><ul><li>This gives students a reason for reading the text. </li></ul><ul><li>There is an end in mind and a purpose. </li></ul>Semantic Map (Water & Air) Geographic Distribution of Water
  10. 10. <ul><li>Oceans contain 97% of Earth’s water </li></ul><ul><li>2% is locked in the ice of Earth’s polar regions and glaciers </li></ul><ul><li>Only 1% is freshwater in lakes, streams, rivers and below Earth’s surface </li></ul><ul><li>Earth’s freshwater resources are not evenly distributed </li></ul><ul><li>Some places are extremely dry/some have too much water </li></ul><ul><li>Nevada has few lakes </li></ul><ul><li>Minnesota has more than 11,000 lakes </li></ul><ul><li>Floods can make survival difficulty in places where rainfall is very heavy or where rivers burst their banks </li></ul>Assignment #2A Directions: Read the following information on the geographic distribution of water. Think of where you live. Where is the nearest access to water? How often do you go there? Is the water lakes, rivers, oceans or other types of bodies of water? Answer the questions in your packet. Table of Contents Using Word Games
  11. 11. <ul><li>Throughout the webquest , students are asked to write definitions on cue cards to quiz each other. </li></ul><ul><li>Some word games that can be incorporated are as follows: </li></ul><ul><ul><li>Memory games: students find matches to their cards after placing them upside down in rows, this is similar to commercial memory games. </li></ul></ul><ul><ul><li>Bingo: students have sets of words cards from which they place upside down and a “caller” choose definitions from a pile and reads them, students can place markers on the words that match. </li></ul></ul><ul><ul><li>Word personifications and cartoons: students can create drawings evoking a word’s meaning or draw a cartoon based on wordplay. </li></ul></ul>Geographic Distribution of Water Vocabulary, Assignment 2B
  12. 12. Hillsborough River, Florida Assignment #2B Directions: With your partner, create flash cards for the key terms that relate to the water cycle. Write the key term on one side of the flashcard and the definition on the reverse. Use the flashcards to quiz each other. You have now completed all assignments for Topic #2 of the webquest . Click the arrow in the bottom left-hand corner to go back to the Table of Contents. Click on Topic #3 (The Water Cycle) to get started with your other assignments. Table of Contents The Water Cycle Diagram Geographic Distribution of Water Vocabulary tributary groundwater aquifers
  13. 13. Evaporation Condensation Precipitation Groundwater Water Vapor Earth’s surface Assignment #3A Directions: Look at the diagram shown on page 27 in your textbook. Using the paper provided in your packet, create your own version of The Water Cycle. Be sure to follow the rubric for grading purposes. Table of Contents #3B
  14. 14. Assignment #3B Directions: With your partner, create flash cards for the key terms that relate to the water cycle. Write the key term on one side of the flashcard and the definition on the reverse. Use the flashcards to quiz each other. Table of Contents #3C The Water Cycle water cycle evaporation water vapor condensation precipitation
  15. 15. Assignment #3C Directions: Click on the video to the right. Watch the video, then take the quiz in your packet. Once you have finished watching The Water Cycle video and taken the quiz, click the arrow in the bottom left-hand corner to return to the Table of Contents. Click on Topic #4 (Water and People) to get started on your next set of assignments. Table of Contents
  16. 16. Directions: For your next assignments, click on each of the key concepts for the Water and People section of the webquest . Follow the directions for each assignment. Table of Contents Water and People water hazards Assignments 4A and 4B water conservation Assignment 4C water pollution Assignment 4D
  17. 17. <ul><li>With a partner, read the text and answer questions that go with the “Geography for Life Activity” worksheet in your packet. </li></ul><ul><li>Look at the next two slides. Answer the following questions: </li></ul><ul><ul><li>Where would you go if your home was flooded? </li></ul></ul><ul><ul><li>Why would you return to the same home if you knew there would be a great chance of another flood occurring? </li></ul></ul>Assignment #4A Assignment #4B Water Hazard Key Concepts Flood Photos
  18. 18. The pictures on this page and the following page are of Mrs. Aldrich’s grandparents’ home in Davenport, Iowa. They moved to the home in 1962 and lived there until 1997. There were approximately 12-15 floods during the 35 years they lived in the house. The people speaking are Mrs. Aldrich’s grandmother, mother and aunt (Lorraine, Dorothy and Karen). Lorraine is the woman wading in the water in the two bottom pictures. Water Hazard Key Concepts More Flood Photos
  19. 19. Mississippi River Water Hazard Key Concepts
  20. 20. <ul><li>Read the article titled, Environmental Concerns in Florida Today with your partner and answer questions 1-4. </li></ul><ul><li>List four ways in which you can conserve water. </li></ul>Assignment #4C Water Hazard Key Concepts
  21. 21. <ul><li>List 5 ways in which our water can become polluted, using your textbook as a reference. Use the answer sheet provided in your packet. </li></ul>Assignment #4D Once you have finished assignment #4D, click the arrow in the bottom left-hand corner to return to the Table of Contents. Click on Topic #5 (The Air We Breathe) to get started on your next set of assignments. Table of Contents
  22. 22. Assignment #5A Directions: With your partner, create flash cards for the key terms that relate to the air we breathe. Write the key term on one side of the flashcard and the definition on the reverse. Use the flashcards to quiz each other. Table of Contents The End The Air We Breathe acid rain global warming Assignment #5B & #5C greenhouse effect Assignment #5D ozone layer
  23. 23. <ul><li>First, watch the video on global warming (click on the black box to the right) </li></ul><ul><li>Next, answer the following question: </li></ul><ul><li>Do you feel that global warming exists? Explain your answer telling why or why not using complete sentences. </li></ul>Assignment #5B The Air We Breathe Vocabulary #5C
  24. 24. Click here to go to view pictures on the National Geographic Website <ul><li>Assignment #5C </li></ul><ul><li>Click on the box at the bottom left of this page to go to the National Geographic Website. </li></ul><ul><li>First, look at the pictures of the animals in the “Photo Gallery.” </li></ul><ul><li>Next, look at the map and pictures of animals in the tab titled, “Interactive Map: Life on the Edge.” </li></ul><ul><li>In your packet, list some ways in which you think these animals might be affected by global warming </li></ul><ul><li>Next, list some ways in which you, or your family, might be affected by global warming. </li></ul>#5D The Air We Breathe Vocabulary
  25. 25. <ul><li>Look at the diagram shown on page 31 in your textbook. Using the paper provided in your packet, create your own version of the Greenhouse Effect. Be sure to follow the rubric for grading purposes. </li></ul>Assignment #5D The Air We Breathe Vocabulary The End
  26. 26. <ul><li>You have now completed your webquest . </li></ul><ul><li>Make sure you have finished all assignments on your assignment list checklist. </li></ul><ul><li>Turn in your packet in its entirety to Mrs. Aldrich. </li></ul>
  27. 27. <ul><li>Blachowicz, C. & Fisher, P. (2006). Teaching vocabulary in all classrooms (3rd ed.). </li></ul><ul><li>Upper Saddle River, NJ: Pearson Education, Inc. </li></ul><ul><li>Brooks, A., Helgren, D. & Sager, R. (2005). People, Places, and Changes. Austin, </li></ul><ul><li>TX: Holt, Rinehart and Winston. </li></ul><ul><li>Cunningham, J., Cunningham, P., Moore, D. & Moore, S. (2006). Developing </li></ul><ul><li>readers and writers in the content areas K-12 (5th ed.). Boston: Pearson Education, Inc. </li></ul><ul><li>Freeman, D. & Freeman, Y. (1993). Strategies for promoting the primary languages of all </li></ul><ul><li>students. Reading Teacher , 46, 552-559. </li></ul><ul><li>Goudvis, A. & Harvey, S. (2007). Strategies that work: teaching comprehension </li></ul><ul><li>for understanding and engagement (2nd ed.). Portland, ME: Stenhouse Publishers. </li></ul><ul><li>Holt, Eastern Hemisphere, An Introduction to World Studies, People, Places, and Changes, Holt, Rinehart and Winston, A Harcourt Education Company, Austin, Texas, 2005 </li></ul><ul><li>http://ngm.nationalgeographic.com/2007/06/vanishing-sea-ice/sea-ice-text.html </li></ul><ul><li>Photo retrieved from: http://en.wikipedia.org/wiki/Image:Paddling_on_the_Hillsborough_River.jpg </li></ul><ul><li>Water Smart: The Sun, Water Cycle, and Climate. United Learning (2004). Retrieved October 22, 2008, from Discovery Education: http://streaming.discoveryeducation.com/ </li></ul>
  1. A particular slide catching your eye?

    Clipping is a handy way to collect important slides you want to go back to later.

×