What's new in the classroom?

1. What’s New?
Ms. Jones’s Class
Personal email: lejones7@crimson.ua.edu
School Phone: 555-555-555

2. Project-Based Learning (PBL)
 Project-based learning is an instructional approach that
is built on learning activities that engages and motivates
students.
 How will I use PBL?
 Assign more group projects
 Assess on individual basis
 Allow students to exercise their voice
 Benefits:
 Helps students to learn in depth, rather than simply
memorizing facts
 Relates lessons to real-life scenarios
 Uses 21st century skills
(communication, presentation, group participation, self-
assessment, etc.)

3. Upcoming Unit Plan: The Water Cycle
 Summary:
 I will ask the students where they think rain comes. I will then go
on to teach them how rain is made. I will put a pot of water on
boil. I will show students the pot of boiling water, as well as a
bowl of ice. We will talk about the steam and what will happen to
the ice. I will hold the bowl of ice over the steam from the boiling
water. I will place a tin under the pot to collect the water that
drops. I will explain to students that the small misty drops which
have formed, or condensed, on the side of the bowl of ice
represent a cloud. The winds in a cloud blow the small drops so
that they collide with one another. During these collisions, some
drops will combine with others making larger drops. When the
drops become so large the winds cannot keep them in the sky, the
drops fall as rain or precipitation. I will have students complete
the template of the water cycle to demonstrate what they have
learned.

4. Upcoming Unit Plan: The Water Cycle
 Standards:
 Science(K-2) SC(1)Recognize daily changes in
weather, including clouds, precipitation, and
temperature.
 SC(2) Describe evaporation, condensation, and
precipitation in the water cycle.
 Objective:
 Students will illustrate the water cycle. Students

5. Questions
 Essential Questions:
 How does the weather change daily?
 Unit Questions:
 What is the water cycle?
 What are outside factors that affect the water cycle?
 Content Questions:
 What happens during evaporation, condensation, and
precipitation?
 How do clouds impact the water cycle?
 What causes precipitation to fall from the sky?

6. Roles
 Role of the teacher: To do an experiments showing
students how the weather works. I will be engaging
visual, auditory, and kinesthetic learners through my
experiment, speaking, and the worksheet.
 Role of the parent: Ask the student questions about the
weather to help what they learned stick. The parent
could also read a book about weather.
 Role of the student: To engage in the experiment with
their own thoughts and to do the worksheet to show
their knowledge.

7. Benefits of the Lesson
• Students will gain a better understanding of the
weather.
• This lesson is especially great because it will benefit all
different types of learners
 Students will now understand simple, yet
complex, questions like “Where does rain come from?”
 Starting off by understanding weather will set a good
basis for them to learn more in science